Educational Reflective Journal

Reflective Journal By Joseph Gornall Part 1 – Teaching This paper aims to critically analyse my personal pedagogical practice, with reference to personal values and experiences that have influenced the educational journey to date. This will be reinforced with educational theorists’ notions, resulting in an area for further academic study. Characteristics of an effective teacher It is common to hear, that you can identify a good teacher (Hayes, D. 2006). This is known as tacit knowledge, as it is knowledge that is difficult to transfer to another person by means of verbal or written expression. However, there are numerous characteristics that have been suggested to reflect an effective teacher. The main characteristics that I consider to be important, when attempting to identify an effective teacher are; passionate, open-mindedness, knowledge of students, and being an effective role model. These characteristics resonate with my education and pedagogical practice. Previous teachers of mine have possessed these characteristics, and I think that because they had these definable characteristics; I have chosen a career in education. Passion Passion stems from love for the job and subject that is being taught, and can develop independence in learning. Liston and Garrison (2004) stated that love influences reactions and responses to student’s thoughts and emotions. Their research stated: “When we teach, we teach with ideas and feelings. When we interact with our [pupils], we react and they respond with thoughts and emotions… Teaching is an activity that brings one’s emotions and mind to bear on subject matter and on connecting [pupils] with the subject matter. (p5)” (Liston & Garrison 2004). Liston and Garrison (2004) suggest that modern teachers are losing sight of the importance of emotion in teaching (Hayes, D. 2006). However, I don’t agree that it is the teachers who are struggling to identify with student emotion, but instead the students who lack passion for education. Research has shown that there are a growing number of students who do classwork for the sole reason; it was set. Instilling passion for the subject could counter students who do work because it has been set by the teacher, as opposed to regarding it as something worth doing (Fried, 2001). Further development of subject specific careers advice could enhance their desire to learn through passion. Fried argued that students need to care about what they learn in order to develop a positive disposition toward learning (Fried 2001). Day (2004) thinks passion in teaching is essential to all effective pedagogical practice. I think that the teachers who had the greatest positive impact on my studies instilled a passion for music. This passion was imparted through their ability to go beyond the academic curriculum and into a broader knowledge of the subject. Day (2004) stated that effective teachers are not content with the set boundaries of subject curriculum. An example of how a passion for music was encouraged through my A-level music, was expanding the curriculum boundaries to incorporate location specific demonstrations. My teacher arranged a trip to the Liverpool Philharmonic, which was my first classical concert. This changed my life forever, as it inspired me to acquire the knowledge and social sophistication of the aristocrats that frequented this venue (Anderson, 2009). However, Hayes (2006) suggested that “Passion itself does not guarantee an appropriate and suitable education or pupil learning”. The connotations associated with passion, such as empathy, compassion, commitment patience, and sympathy with student responses, provide the best conditions for progress in learning (Hayes 2006, Scrivner 2009).This can be created through developing a learning environment based on trust and respect between both teacher and students (Hayes 2006). Open-mindedness I think effective teachers need to be open-minded. Literature states that open-mindedness is an essential characteristic for a reflective practitioner such as a teacher (Pollard, A. 2005). Dewey stated that open-mindedness is, “An active desire to listen to more sides than one, to give heed to facts from whatever source they come, to give full attention to alternative possibilities, to recognise the possibility of error even in the beliefs which are dearest to us” (Dewey, 1933). The concept of open-mindedness, enables teachers to challenge their own pedagogical practices as well as those of others (Pollard, A. 2005). To become aware of ones reflections of social and educational issues, leads to responsibility needing to be taken for actions (Dewey, 1933). Dewey suggests that “intellectual responsibility” is, “To consider the consequences of a projected step; it means to be willing to adopt these consequences when they follow reasonably… Intellectual responsibility secures integrity” (Dewey, 1933, p.30). Educational practicioners need to adopt a open-mindedness to reflection, and ensure that action is taken to improve subsequent lessons. Subject knowledge Research has shown that students attach highest importance to teacher expertise (Murphy, L. Shelley, C. White, C. Baumann, U. 2011). Student perspectives highlighted their desire for teachers who maintained their own subject knowledge (Murphy, L. Shelley, C. White, C. Baumann, U. 2011). However, from my experience in high school classrooms, I think students have limited knowledge about their teacher’s personal subject knowledge development. The research conducted in Tutor and Student perceptions of what makes an effective distance language teacher demonstrates a focus on students who have a different attitude to learning than the conventional state school. For example, my time teaching English as a foreign language in China, highlighted that students who usually have a long distance language teacher, are often learning the language to enhance their chances of going abroad, or for gaining entrance into a prestigious university. They often take the lesson as an extra-curricular activity, which changes the reward system to the desire to gain mastery of the topic (Massoni, E. 2011). Effective role model Teachers need to embrace the concept of being a role model to the students under their care. The aim of a role model is to positively influence students, through contesting the assumptions made with regards to the potential barriers for learning (Hills, J. 2015). Role modelling is particularly effective when a teacher highlights and challenges potential barriers for learning (Price 2009). This, coupled with utilising diverse learning opportunities can result in a balanced and creative learning environment. Zwilling (2010) suggested that there are seven traits required to embrace being an effective role model. These include; demonstrating confidence, creativity, communication with peers and students, respect, confidence in subject knowledge, reflect on mistakes and commit to good causes. Philosophy of education Nixon stated that the main task of a teacher is to work out the educational values, which can be in collaboration with colleagues (Nixon 1995). I think that a teacher needs to be responsible for taking the time to enhance students’ learning through providing extra-curricular activities. Part of my personal creed states that; “As a teacher, I must encourage students to embark on extra-curricular activities. Whether these extra-curricular activities are school run, or a collection of students practicing and creating music together, it all has valuable ability to instil knowledge and develop passion.” This reverberates the thoughts of Dewey, who stated that the true centre of education should be in the form of social activities (Dewey 1897). This could be interpreted through making students conscious of their social heritage (Dewey 1897), however I believe that this concept has been developed into the notion that extra-curricular activities are essential aspect of student learning (Pilgrim, T. 2013). Some of the benefits of extracurricular activities include; learning time management, developing a diverse interest, understanding the notion of long term commitments, the outcome of contribution, raising of self-esteem and building relationship skills (Burgess 2015). Literature indicates the identification of two types of teachers (Hoyle, E. 1980). The research categorised one group of teachers as ‘extended professional’ and the constrasting other group called ‘restricted professional’ (Hoyle, E. 1980). The contrast Hoyle mentions in his research identifies the attitude to pedegoical practice and the quality of performance. The group identified as ‘extended professionals’ goes beyond the set teaching time and work extended hours without complaint, as well as seizing initiatives; all of which convey commitment and diligence (Hoyle, E. 1980). The group acknowledged as ‘restricted professionals’, are highlighted with some qualities that should be avoided (Hoyle, E. 1980). These include doing what is necessary to get lesson objectives met, without going further into discussions of topics. To some, it may be difficult to identify the difference between the two when observing teachers, as ‘restricted professionals’ often work hard, but the key to identifying a ‘extended professional’ is through their ability to go beyond what is expected. Reflection is an important philosophy to adopt as a teacher. Whether it is during training, NQT or any subsequent year of teaching, it is important to identify stregnths and weaknesses of oneself/practice, and develop as a better teacher because of it. Research shows agreement to this belief, with reflection being regarded as a crucial component for teachers professional growth (Calderhead & Gates 1993). Dewey (1933) viewed reflection as identifying a subject in the mind and “giving it serious thought” (Moon, J 1999). Values Literature indicates that teachers should adopt the ability to critically analyse their experiences in the classroom (Hayes, D. 2006). Hayes suggests that there is increasing recognition of the significance of listening to student’s views about education as opposed to the normal approach of adult classroom observations (Hayes, D. 2006). This method of gaining research into the classroom environment offers an alternative perspective on education, with fundamental focus on how the student wants to learn (Hayes, D 2006). The idea that an adult observer in the classroom is an outdated method of acquiring reflection of effective teaching is echoed with Hayes’ view that, “Trainee and newly qualified teachers provide interesting perspectives on the ways that they view the concept of ‘being good’ as a teacher.” (Hayes, D. 2006) With Hayes’ notion that trainees possess an interesting view point on reflecting on effective teaching, I have designed my own method of reflection. During my time education I reflect on daily teaching through a blog, where I construct a written programme of the day, with reflections on results and reactions. This method of reflection enables me to highlight issues that are repeated, and analyse the attempts of improving noted mistakes. There are limitations to this method of reflection, as I can only provide the views of myself. An interesting method of improving this concept of reflection, could be to include a mentor into the blog, who could annotate my reflection from the point of view of an adult observer. Set values gives teachers a sense of identity, purpose and integrity (Ghaye & Ghaye 1998. Thompson 1997). Thompson stated that, “A shared understanding and appreciation of a profession’s values and ethical responsibilities are central to the profession of teaching as they are to others professions” (Thompson 1997). However, it has been argued by other theorists that one single value, or several values will not suite everyone (Ghaye & Ghaye 1998). With this in mind, the research conducted by Schein aims at assisting teachers identify the different relationships between values and actions (Schein 1969). Schein explained this through three professional states, which are; Dynamic stability Precarious stability Instability Schein states that dynamic stability is where there is a clear correlation between the values you believe in and the values adopted in practice (Schein 1969). The next state; precarious stability refers to the awareness that one’s values are not being adopted in practice (Schein 1969). This could be during a period of adjustment or when establishing oneself in a new school or class. The final state; instability is when the values held by the teacher are not implemented in practice (Schein 1969). This could either be due to not trying or unable to implement (Schein 1969). This could create a powerless feeling for the teacher. Part 2 Learning During the build-up of revision towards the GCSE examinations in 2006, I developed the first stage of understanding how I learn best. I found that I would retain most information, when there was consistent, creative background noise in the form of music. There is research to suggest that there is an increase in cognitive processes when listening to background music (Perham, Vizard, 2010; Cassileth, Vickers, & Magill, 2003; Rickard, Toukhsati, & Field, 2005; Siedlecki & Good, 2006). I found that if the music was unfamiliar to me, for example an obscure radio station, I could focus completely on my work, and retain more information than if there was no music. However, I tried this method of revision several times with music that I knew and loved. This posed a problem in my learning, as soon as a song I recognised was played, I would immediately lose focus on the revision and my mind would begin ‘listening’ to the music. However, the research conducted by Schellenberg suggests the opposite. Schellenberg concluded that improvement in cognitive performance relates to the music being liked by the subject (Schellenberg 2005). The research suggested that if the music was liked, an increase in arousal would promote an increase in performance (Schellenberg, 2005). With my education continuing into adult life, I developed further the parameters for creating the best learning environment for myself. I continued to use unfamiliar music, (which I later specified with acousmatic and electoacoustic compositions) but I also developed an understanding of the time of day most suitable for personal learning. Research has suggested that there are benefits to studying during the night (Sale 2007). However, this research does not take into consideration the fact that learning at night is only possible for students who are not bound by bed times and is more suited to adolescents and adults. I think children learn best when there is an education system implemented that incorporates recapping topics. A method of learning was established by Bruner, who developed the notion of a spiral curriculum, which can be used by teachers to create a basic foundation of knowledge, which would be returned to in more detail over time (Bruner, J. 1960). Bruner suggests that any subject could be taught to a complex level, through a gradual increase in difficulty (Bruner, J. 1960). He stated; “Any subject can be taught effectively in some intellectually honest form to any child at any stage of development.” (Bruner, J. 1960) It could be suggested that it is time consuming to return to previous topics, and add to the pressures of teaching, however Dowding states that as the new information or skill is introduced it becomes seamlessly connected to the earlier, more basic material (Dowding 1993). As new knowledge and skills are introduced too, the student subsequent lessons reinforce what is already known and the new knowledge becomes intertwined with previous learned information I think that children can learn best when they are immersed in an activity, through the use of carefully planned spiral curriculum methods. For these theories to become established, there must be a rigid behavioural model in place, and planning for sequential lessons. Vygotsky refers to ZPD, which is the ‘Zone of Proximal Development’. Vygotsky suggests ZPD learning occurs in the area between a student’s ability to solve a problem independently, and the student’s potential level of knowledge when learning with someone with greater knowledge than their own (Vygotsky 1978). In Vygotsky’s theory, the person with great knowledge than the child, which could be a parent or teacher, is known as a ‘More Knowledgeable Other’ (MKO) (Vygotsky 1978). Modern teachers could use Vygotsky’s theory of ZPD, and aim to push students from their current achievement, into an area of knowledge that is beyond reach at present. This could be achieved through; working with classmates who have greater knowledge or ability than the pupil in question; working directly with the classroom teacher; private education with a tutor; or with a parent or sibling. All of which would require more knowledge than the pupil. In a modern classroom Vygotsky’s idea of ZPD can be used by grouping students with lower ability with students with higher ability. Students could develop strategies to overcome educational boundaries through the use of cooperative learning. However, questions arise with regards to the development of the more abled child. Vygotsky’s theory of ZPD evolved into Scaffolding through the work of Wood et al. (1976), who suggested that once the support of peer-assisted learning has enabled the student to master the task, the less abled student can work independently on the task. Additional support can be given to a student through hints or clues, or through adjusting exercise to the fit the student (Copple & Bredekamp, 2009). I was able to witness Vygotsky’s theory put into practice during my observations at St Patrick’s Catholic College. I noticed that a teacher specifically chose to group students with mixed abilities. On asking the teacher why this was done, the teacher explained that it was a way of enabling the higher ability student to help the lower ability student, with the overall result being an improvement in the lower abilities grades. The reason I find Vygotsky’s theories particularly interesting, is that the notions of Zone of Proximal Development links to my previous research into developing and measuring immersive digital environments. During recent examination of the research conducted in ‘Can the use of an audio-controlled Dynamic Game Balancing system affect Flow: An Audio-Only Game for the Blind’ (Gornall, J 2013) I have been able to re-direct the theory of immersion from gaming field to the educational sector. Immersion has several definitions, with growing research into the immersive nature of video and audio-only games (Singer & Witmer, 1999. Banos et all., 2004. Gornall, J 2013). However, the term immersion is growing vaguer, with common tacit knowledge referrals to students “being there” or “in the zone” (Aguilar, E. 2012. Gornall, J 2013). However, when employing the theories of Csikszentmihalyi, who stated that immersion can be further defined as flow, which refers to the experience where skill matches difficulty (See figure 1), we are able to develop the tacit knowledge explanations such as “being there”, to monitored psychological theories (Csikszentmihalyi, M. 1990). Figure SEQ Figure \* ARABIC 1 Csikszentmihalyi’s theory of a state of flow suggests that when put in the setting of a classroom, a teacher should set learning activities with a level of challenge (difficulty), which correlates to the individual student’s ability (which is now monitored through a series of base line assessments and progress data) (Csikszentmihalyi, M. 1990). This concept has been developed from the theory of Zone of Proximal Development (ZPD) coined by Vygotsky (Vygotsky, L. 1978), however Csikszentmihalyi advanced the theory through suggesting there are eight components required for a state of flow to be created (Csikszentmihalyi, 1990. Gornall, J 2013). Further development of investigating what is required for flow to be achieved came through identifying the following components (Chen 2006): Reward Challenge Control The research conducted by Chen was linked to video game immersion, however as the work of Vygotsky developed the notion of optimal learning environments, the concepts discussed by Chen are adaptable to education. I believe that students learn best when they are immersed in an activity, through providing the three components highlighted by Chen (Chen 2006). For example, a reward can be given to students in very simplistic forms, such as stickers and positive encouragement (Skinner, B. F 1948). Challenge relates directly to the baseline assessment and progression data associated with the student. Control has links with both how clear the student can see what progress can be acquired, and the learning environment provided for the student by the teacher; through behaviour modelling (Sknner, 1948). Part 3: Future area of studying (500 Words) An area of interest which I plan to investigate further relates to the work of Vygotsky and Csikszentmihalyi. I plan to investigate the components of creating an immersive learning environment, critiquing the current theories with the aim to develop standard requirements for the state of flow to be present. This will also include understanding how to measure whether flow is present in student activities. There are studies that aim to enhanve teachers’ ability to innovate with digital content through using immersive environments and utilising web-based platforms (Reimann, P. Freebody, P. Hornibrook, M. Howard, S. 2009). Such research will be analysed and critiqued to form a baseline for further development. An area of interest which I have discovered from analysing the ideas of educational theorists discussed in Part 2: Learning has been identified. Similar to how research has been conducted into how immersed players can be in a computer game activity (Csikszentmihalyi, 1990. Chen, 2006. Gornall, J 2013), there is scope to identify parameters for successful immersion in a classroom activity. I propose an investigation into understanding the levels of immersion, through establishing what components are required to create an immersive learning experience, and how to measure if immersion can be acquired. The research could aim to establish and critique the current components used to create optimal learning environments, with a conclusion of establishing a further development of classroom environment setup. From previous experience as a student, researcher and teacher, the values I have developed connect passion for audio and research into creating an immersive experience. The values I hold in relation to teaching are reflected in this research proposal. For example, “As a teacher, I must try to incorporate educational theories into my classrooms, to create creative and structured learning environments… As a teacher, I must create an environment that stimulates the student’s mind, ensuring that students can acquire immersion in the tasks.” (Appendix 1) Having a detailed knowledge of immersion in the field of interactive digital concepts, I aim to develop the previous research into an educational scenario that could improve the learning environment for students. References Anderson, G. (2009). Achieving Teaching Excellence: A Step-By-Step Guide. 2nd ed. CreateSpace. Skinner, B. (1948). 'Superstition' in the pigeon. Journal of Experimental Psychology, 38(2), pp.168-172. Steele, N. (2010). Three Characteristics of Effective Teachers. The National Association for Music Education. Walker, R. (2010). 12 Characteristics of an Effective Teacher. A Longitudinal Retrospective Qualitative Quasi-Research Study of In-Service and Pre-Service Teachers’ Opinions of the Characteristics of an Effective Teacher. Fried, R. (2001). Passionate Learner : How Teachers and Parents Can Help Children Reclaim the Joy of Discovery. Beacon Press. Dewey, J. (1897). My Pedagogic Creed. School Journal, 54, pp.77-80. Education.more4kids.info, (2015). Extracurricular School Activities and the Benefits. [online] Available at: https://education.more4kids.info/168/extracurricular-school-activities/ [Accessed 26 Oct. 2015]. Pilgrim, T. (2013). Extra-curricular Activities Are Important For Students. [online] eduflow. Available at: https://eduflow.wordpress.com/2013/08/26/extra-curricular-activities-are-important-for-students/ [Accessed 26 Oct. 2015]. Hayes, Denis. (2006) “Characteristics of effective teachers”, 20-40, Learning Matters Singer, M. J., & Witmer, B. G. (1999). On selecting the right yardstick. Presence, 8, 566-573 Gornall, J. (2013). Can the use of an audio-controlled Dynamic Game Balancing system affect Flow: An Audio-Only Game for the Blind. [online] Available at: https://www.academia.edu/12831178/Can_the_use_of_an_audio-controlled_Dynamic_Game_Balancing_system_affect_Flow_An_Audio-Only_Game_for_the_Blind [Accessed 13 Sep. 2015]. Aguilar, E. (2012). Beyond Student Engagement: Achieving a State of Flow. [online] Edutopia. Available at: https://www.edutopia.org/blog/student-engagement-elena-aguilar [Accessed 26 Oct. 2015]. Csikszentmihalyi, M., 1990. Flow: The psychology of optimal experience. Harper Perennial Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Chen, J., 2006. Flow in Games. Ph. D. Massoni, E. (2011). 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Music therapy for mood disturbance during hospitalization for autogolous stem cell transplantation: a randomized controlled trial. Cancer, 98, 2723–2729. DOI: 10.1200/JCO.2005.11.922 Price. A., Price, B. (2009). Role modelling practice with students on clinical placements. Nursing Standard, 24(11), 51-56. Rickard, Toukhsati, & Field, 2005 - Rickard, N. S., Toukhsati, S. R., & Field, S. E. (2005). The effect of music on cognitive performance: Insight from neurobiological and animal studies. Behavioural and Cognitive Neuroscience Reviews, 4, 235, DOI: 10.1177/1534582305285869 Liston & Garrison 2004 – Liston, D. and Garrison, J. (eds.) (2004) Teaching, Learning and Loving. London: Routledge. Siedlecki & Good, 2006) - Rickard, N. S., Toukhsati, S. R., & Field, S. E. (2005). The effect of music on cognitive performance: Insight from neurobiological and animal studies. Behavioural and Cognitive Neuroscience Reviews, 4, 235, DOI: 10.1177/1534582305285869 Schellenberg, E. G., & Hallam, S. (2005). Music listening and cognitive abilities in 10- and 11-yearolds: The Blur effect. Annals of the New York Academy of Sciences, 1060, 202–209. DOI: 10.1196/ annals.1360.013 Schellenberg, E. G., N (Bruner, J. 1960) Bruner, J (1960) The Process of Education, Cambridge, Mass.: Harvard University Press. Headheartbrain..com, (2015). Role models – Making role modelling an effective leadership development strategy. Head Heart + Brain. [online] Available at: https://www.headheartbrain.com/role-models-making-role-modelling-effective-leadership-development-strategy/ [Accessed 8 Nov. 2015] Zwilling, M. (2010). The Seven Traits of a Role Model. [online] Caycon.com. Available at: https://www.caycon.com/blog/2010/10/seven-actions-of-a-true-role-model-entrepreneur/ [Accessed 3 Oct. 2015]. Day, C. (2004) A Passion for Teaching. London: Routledge HOYLE, E. (1980) Professionalization and deprofessionalization in education, in: E. HOYLE & J. MEGARRY (Eds) The Professional Development of Teachers: World Yearbook, (London, Kogan Page). Figure 1 - Designersnotebook.com, (2015). Rethinking Challenges in Games and Stories. [online] Available at: https://www.designersnotebook.com/Lectures/Rethinking/rethinking.htm [Accessed 18 Nov. 2015]. Moon, J. (1999). Reflection in learning & professional development. London: Kogan Page. Gates, P. and Calderhead, J. (1993). Conceptualising Reflection In Teacher Development. London: RoutledgeFalmer. Reimann, P., Freebody, P., Hornibrook, M. and Howard, S. (2009). Immersive learning environments - A study of teachers’ innovation using The Le@rning Federation’s digital learning resources. [online] Available at: https://www.ndlrn.edu.au/verve/_resources/study_of_teachers_using_tlf_resources_2009.pdf [Accessed 20 Nov. 2015]. APPENDIX 1 Personal Creed By Joseph Gornall As a teacher, I must convey passion to the students who I educate. As a teacher, I must encourage students to embark on extra-curricular activities. Whether these extra-curricular activities are school run, or a collection of students practicing and creating music together, it all has valuable ability to instil knowledge and develop passion. As a teacher, I must respect individual’s academic ability. Nurturing those who have difficulty mastering the basics of instrumental performance, whilst pushing those who are excelling. As a teacher, I must display fairness within the classroom. Ensure that students of all ability have access to all classroom equipment. I must not favour the gifted and talented, but instead bring together students of different ability. As a teacher, I must try to incorporate educational theories into my classrooms, to create creative and structured learning environments. As a teacher, I must ensure the safety of my students. As a teacher, I must create an environment that stimulates the student’s mind, ensuring that students can acquire immersion in the tasks. As a teacher, I must be open-minded of students. APPENDIX 2 Transcript of Prezi Personal Timeline 2002 When examining my life to date, this year is seen as the most pivotal with regards to a personal outcome. The academic year concluded by moving away from home in South Wales, to a new beginning in the North West of England. This would be a challenge for any child, but for my brother and I, we were leaving behind friends we had grown up with. However, new friends would be made and a more important discovery was to be made. Having been given a guitar for my birthday the year before, I had still not shown any interest in learning how to play. Days into moving to England, I began attempting to play, which led to my parents arranging a professional tutor which sped up the profession of learning. 2005 This was the academic year where music became my passion. Having spent the last three years learning guitar I was now finding myself with the ability to write and play my own songs. Similarly, in the school were other musicians that were looking to write their own music. I soon established a three-piece band called Tangerine Lips, which went on to win numerous awards and play gigs in schools, pubs and concert halls around the North West. Aside from the writing of music and performing, it also gave me my first experience in dealing with conflicts within the group. This required learning how to compromise and understand that other people think and behave differently. 2008 I had excelled at music in high school, and it was now time to test myself at another level. Fortunately, the music and music technology teacher was an incredibly enthusiastic role model. He nurtured my talent for music technology and performance and arranged several extra-curricular activities for myself to embark on. One activity that remains fresh in my memory, was when I was selected with one other student to attend a classical concert at the Liverpool Philharmonic. I had never experienced anything like it. I aspired to be included in this sophisticated environment, with ladies and gentlemen dressed in formal suits, drinking classy drinks and conversing in detail about the music. This truly inspired me to reach their level of knowledge of the subject, and to become part of the social society of the philharmonic. 2011 Without knowing it, 2011 proved to be a crucial stage in my development as a teacher. I was given the chance to select a ‘Teaching Music’ module at university, which at the time did not seem as interesting as some of the more creative modules. Taking on board some of the advice from my parents, I selected the ‘Teaching Music’ module and gained experience in both Primary and High schools in England. I fell in love with the job, as being able to convey my knowledge of the subject I enjoy most, was highly rewarding. 2012 I started a masters degree in Sound and Music for Interactive Games, which enabled me to focus on what area of audio that interests me the most. What I remember the most from this time, was how my lead lecturer would interactive with me in meetings. He would ask me a technical question, and I would give him a detailed response. During the time I would talk, he would give facial expressions that would suggest what I was talking about was wrong. However, after several discussions and talking to other tutors about this, I soon became aware that he was attempting to instil confidence in me. I should not be put off by someone’s negative response to what I was saying, but in fact have confidence in what I am saying. I really struggling with his method for the first term, but by the end of the year, which concluded with an assessed viva, I was 100% confident with everything I said. 2014 I regard this year as the most exciting, the most important, and certainly the most challenging. After completing my post-graduate degree, I decided to move to China to teach English as a foreign language. Working as a full time teacher, I realised I wanted to do this forever. I loved connecting with students and teachers alike. I learnt the language, soaked up the culture, became a judge on a nationwide television show and rode through the Gobi desert on a camel for a week. Everything was going perfect, when around six months into my stay in China I was asked to leave by police, for being on the wrong visa. This was out of my control, as I had put faith in the agency I worked for to ensure the visa was correct. Having to leave everything in China, I was sent to Hong Kong, where I waited for a week in an attempt to re-enter on a new visa. This was no to be, and had to return to England to begin a new teaching career.