Employee How we learn and effective teacher traits
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It is important to know that learning is a continuous process that evolves over a period of time. The learning process is obtained from experience through the senses – sight, sound taste, smell and touch. Around 33% of our learning is through sight and sounds and 65% by touch, therefore when developing physical skills learning is achieved primarily through activity. Below are some tips to consider whilst starting out and maintaining your classes and business.
Communication
Good communication encourages feedback, which is essential in any teaching program. Good feedback will develop rapport and understanding between parent/carer/child and teacher which would lead to the parent/carer/child taking part in the decision-making process of what path the lesson will take. Questions should be encouraged to ensure that the class understands the procedures of the exercises.
Good communication is also required when dealing with any professionals such as nursery managers/head teachers, management and people responsible for funding. It is good practice when a session comes to the end of its term to send a letter to the manager/head teacher or person responsible for approving the classes highlighting what has been covered in sessions and thanking them for letting you work with their children, this way you will end on a positive note and leave things open for them to invite you back.
For verbal communication to be effective you should vary the volume, pitch and tone of your voice – music will also make it more interesting. Instructions clear and concise, consistent, appropriate and positive. Time should be given in-between instruction for feedback in order to find out if the class likes a particular exercise or would they like to suggest another. Once a rapport is established the parent/carer/child will anticipate what is expected of them and the teacher will get to know what the preferences of the group are.
Only intervene with tactile communication if the parent or carer has misinterpreted your instructions and you see the baby/child would come to harm or it’s a health and safety breech. Always try first with verbal instruction and only ever handle a child or baby with the parents’ consent and never inappropriately touch any part of the body of adult or children.
Do not single anyone out and talk to the class as a whole – even if there is only one person doing an exercise incorrectly. By walking around the room you can check stretches are correctly being done and then give the guidance.
If a child is showing signs of copying the actions even if the action is not entirely correct – do not intervene – instead encourage the correct action and over a period of time the child will improve the exercise and it will boost their self-esteem when they do get it right.
Visual Communication
Eye to Eye contact is a brilliant means of communication for both those that can converse and those that can’t. The eyes can laugh or be sad. They can scold or be indifferent – therefore when verbally saying something – the teacher should genuinely mean it, otherwise your eyes will tell a different story and trust and rapport will be lost. Eye contact should be encouraged to parents/carers with children always.
Where appropriate – visual aids should be used – for example a demonstration doll must always be used in non-mobile classes or your own body to demonstrate an exercise in mobile classes. Picture cards and books are also a valuable tool and may be necessary in some classes.
Acquiring knowledge is described as a continuous process – or a series of loops. The Learning Loop consists of Perception, Translation, Performance and Feedback.
Perception
Information is processed and sorted in order for learners to understand what it all means and make decision on any action that needs to be taken. Perception comes from the senses:
Sight – the written word, pictures or demonstrations
Sound – talking, questions, music
Touch – fell, push, pull and balance
Smell – sniffing, danger (burning)
Taste – drinking, eating
We can help perception by using examples appropriate to the learners’ experience, imagery or key words or phrases, demonstrations, eliminating distractions, avoiding overload.
This is the information gathered by the perceptual mechanism and remembered because it is useful. It is passed onto the translation mechanism so that a plan of action can be formulated. It is then stored in the memory.
One of the most important factors which affects learning is whether learners understand what is required. We can help this stage by making the new skill as simple as possible, by using appropriate questions, using appropriate language, using the learners past experience, relating a new skill to something the learners already know, presenting the whole skills to help the learners see where part practices fit and giving time to clarify and interpret what is required.
Carrying out the skill can be helped by making good use of space – if your room is full with not much space between people then suggest doing the adult stretches in two sets eg calling every alternate person an lion or zebra suggesting the lions stretch first followed by zebras. Although lesson plans are given to follow as a teacher you will learn quickly that the settings week to week will change, and at times the planning needs to be adapted and changed around. This awareness will help to ensure the practice is realistic if half the babies are asleep and the rest feeding – you won’t have an audience and the parent/carers may feel uncomfortable and obliged to wake their baby or rush their feed. Instead make the decision to choose exercises that suit the majority of the group giving alternatives where necessary.
It is just as important to give feedback as it is to receive it. If performance is to improve it is vital to have feedback – both positive and negative. Take on board suggestions of the group as a whole as well as individuals. However, before introducing anything new or changing the balance or structure of the class lesson plans, always check with the whole group and if need be check the safety of the exercise with a professional in Kalma Baby and any legislation before implementing.
EFFECTIVE TEACHERS TRAITS
We all have a gift or the ability to learn a quality to take on a role. This may be natural or may need practice and come with time. Kalma Baby teachers pride themselves with passion and knowledge in what they do, this is a very strong foundation in becoming an effective teacher. Below are some points to be taken into consideration about the qualities needed to help this…
As a teacher you will be teaching people from different backgrounds and in lots of different venues, therefore you need to teach at the appropriate pace for that group and you should never rush through a lesson, remember that people need time for information to be interpreted especially when learning a new exercise. It is far better to miss out activities than try and get through it all. Patience when listening to your parents/carers will help build a rapport in classes.
Lesson plans are provided to follow and use as the structure to all lessons. However there will be times when this plan goes to plan so always be prepared to change it depending on the mood of the group. You may be teaching in a nursery where lots of other activities are going on and you get interrupted numerous times, but remember the children are watching your every move and it would have a very negative impact on the group if you were to lose your temper with anyone, not to mention that an incident like this would have untold effect on your reputation and the reputation of Kalma Baby as an organisation, this resulting in a lack of work not just for you but other teachers.
A teacher should know and understand the group’s expectations, fears and apprehensions. Some people will be nervous of meeting a new group of people, if they have never done Yoga before and may be apprehensive about what is to be expected. Remember that some of the parents could have post-natal depression and it is a big effort to even come out of the house, new mums can sometimes be very nervous of handling their babies so always be prepared to be a listening ear and pick up on body language of people in your groups so that you can try to make these people at ease. Encouragement should be given to anyone you can feel left behind or left out, we are most welcoming into our Yoga family and pride ourselves in this. Baby Yoga particularly attracts the quieter parent/carers because of the structured nature of the classes, so try if you can to include them in any class discussions. Introductions into classes is always a good one for this.
Praise plays a huge part in Kalma Baby classes and it is essential that teachers praise and clap not just the babies but the parents after they have made an effort to do a posture. Watch the class closely and point out if a baby is mimicking your arm movements for example or if they continually smile at you and watch your every move. Or if they particularly enjoy a stretch remember these are good photo opportunities too. Remember if the baby is happy then the mum is relaxed and happy also, however sympathy is required if the parent is having a particularly bad day.
You need to be enthusiastic, motivating, encouraging and lively to ensure the group stay focused and interested. If you give the body language that you are bored the class will be dull, you should teach the last class as enthusiastically as the first. Remember for some people it is the highlight of their week attending your class so you need to give them a fun and memorable time. Your enthusiasm rubs off onto your parents/carers too!
Knowledge of the subject
You will be given appropriate training to deliver your classes, however you may frequently need to refresh your mind by re-reading the training manual and to further enhance your skills it is highly recommended to attend some adult Yoga sessions yourself on a regular basis. It is compulsory that you attend at least one CPD per year, to enhance your skills, keep you up to date to validate your insurance. Reading and making use of the internet for background knowledge, but stretches found in books and on any internet must not be used in classes.
Presentation of the classes
Presentation is essential in our classes and as a teacher and should always be as a priority. As a teacher you will need to present yourself in a professional manner, therefore always be prepared for the class, revise the lesson, have the appropriate equipment with you, and have the paper work required to hand. Make sure you have the room set up before the parents/carers arrive and greet everyone with a smile. Respect the building and other people within the building, leave the room as you found it. Remember that teaching plans are a framework for your lesson and be prepared to change it if need be without disrupting the flow of the class.
Position yourself so that you can be seen by all members of your class. At times you will need to stand after a demonstration of an exercise to make sure that everyone is in the correct position before you start particularly inversions. It may be that a parent/carer may struggle for instance in putting the baby on his/her shins so you may need to help and with the position of their hands. When demonstrating some positions and the position of the baby you may need to adjust your body for the best view of that exercise, at times this maybe in the middle of the mats or sideways at the front. Always check everyone has understood and seen the demonstration.
Demonstrations
Any demonstration should be relevant, accurate and observed by the whole class, this maybe a little difficult at times so you will need to use your discretion but don’t be afraid to use your charms to draw the group back into focus, however don’t overdo this as you will put people off coming if they think the group is too serious. Remember for health and safety and ensure benefits are maximised paying particular attention to this will help.
Speak slowly and clearly, adding visuals when necessary. Try not to shout but portray your voice so that it can be heard by the group without disturbing anyone else working nearby.
Body Language
Body language, very much like the eyes displays an attitude and is something you cannot hide. As a teacher you will be encouraging parents/carers/children to have good posture, this is ineffective if your own posture is incorrect so always be aware of this. You will also be using your hands and arms for demonstration so make sure that yours are in the appropriate place i.e. don’t squeeze the ankles and wrists of the demonstration doll, hold by the hands or forearms and claves/shins. If you use your own body make sure the demonstration is correctly positioned as any errors will be copied like for like. Treat your doll as your Yoga baby!
It is easy to take your voice for granted…..however vocal abuse affects actors, classroom teachers, ministers…and anyone that has an occupation that requires an enormous amount of talking. The voice is a sound produced by the vocal folds which are bands of tissue located in the larynx or voice box in the neck. The speech functions of the larynx include the production of pitch, voice quality and loudness. Voice problems are usually caused by the strain of speaking over noise of baby’s crying and expressing their own voices and the mumbling of the parent/carers or nursery assistants. Also over any other noises within the building. Poor posture will also put extra strain on the neck. These abusive habits may result in swellings or growths on the vocal folds, which may develop into granulated tissue called vocal nodules. Any change in the sound of the voice which persists for more than two weeks needs to be checked by a doctor to rule out any serious medical condition.
Take frequent sips of water during the lesson.
Projecting the voice if feeling tense can cause vocal chords to slam together try yawning and sighing to reduce tension in the vocal tract.
Vocal warm ups by humming can help. Using body language instead for example thumbs up, clap or smile. When using music – keep it to a volume that you do not have to shout over. Face the class so that projection is not lost, know the music so that you know when it dips low, you can give instruction without shouting.
Visual Cues
Visual cues are in the form of your demonstration doll, your own body, any props and maybe from time to time picture cards and story books.
Keep the class flowing to hold the groups attention by keeping the class fun. It also needs to be stimulating and challenging. Pick up on the body language of the baby/child as to when they are ready to take part in an exercise. If the baby/child has had enough stimulation then concentrate on adult stretches or put on some action music.
If you have a sense of humour it will be of great advantage. Make sure you share experiences with the group. If you can make them smile or laugh it can relieve stressful situations and if they have had a good time they are more likely to want to return. Yoga doesn’t have to be serious and Kalma Baby Yoga, although structured, is very flexible in its approach with the emphasis on development but in a relaxing environment. Remember it is an emotional and social class as well as a physical one.
Teacher / Parent / Carer – Child Relationship
As a teacher you should try to learn and use the names of your group. This can sometimes be difficult especially if the group changes on a regular basis. When you find this difficult perhaps just try to remember the baby’s name or revert to asking the parent to wear a sticker. If you can use their names during the lesson it shows that you are interested in that baby. In order for anyone to learn they must trust the person teaching them therefore you should build respect for each other and always treat everyone as an equal.
When a parent/carer first starts a group they are often apprehensive and lack confidence in their own abilities. As a teacher you must try to inspire confidence by encouragement and positive reinforcement. For example, if a parent is nervous about a particular exercise then break down the steps and even offer your demonstration doll for them to practice before they try it on their baby. It may be that they would like you to do the exercise with their baby which is fine with their permission, but always reassure them that it is perfectly normal to feel this way.
Powers of Observation
You should always observe the class and ensure that the exercise is being carried out safely. It may be that one or two people within the group have their child positioned incorrectly. However, never draw attention to those people but give the positioning of the baby to the group as a whole. Only ever intervene if the position of the baby would cause them harm. Make sure your instruction/demonstration is precise and clear.
Be aware that for some parents you may be the only one that they feel comfortable talking to about their problems and although you should listen and offer a shoulder to cry on, you should refrain from giving them advice and you should make them aware that you are not medically trained. Where necessary you should tell them to seek the advice of a medical practitioner (Doctor or Health Visitor). Sometimes they just want someone impartial to talk to and get things off their chest and would not expect advice.
Your local children’s centre is a good source of referral as they have many professionals that they can call upon if someone in your class needs help for themselves, their baby or their family.
Always make the parents and children feel special. You will have lots of new names to learn but as mentioned earlier, try to make a special point of remembering the baby’s names. If your memory is not good then try to remember 2 to 3 of the children’s names per week. Make a special effort to talk to the babies and not just the parents. New parents/carers find it hard to get organised so remember if they are at your class, they have made a huge effort to be there….make them feel it was worthwhile.
Time Management
You will need to be a good time manager, and when planning your classes try to keep the travelling between classes to a minimum. This is not only to save on fuel but also on time and it could work out as being the difference between being able to offer one age group or two aged classes. Plan your journey and if possible do a dummy run especially if time is tight between venues. Remember that you need around 20 minutes to set up and equally the same time to pack away. Bear this in mind when booking venues.
Make the most of our spare time and half terms by doing your paperwork such as funding applications, invoices and accounts, chasing payments, revising teaching plans, laundry and disinfecting of equipment, printing templates, keeping on top of waiting lists and promoting your classes. Being prepared for the term in advance will take the pressure off whilst you are delivering your classes.
Always have plenty of the basic forms such as Health and photo declarations to hand and replenish stocks when they get low. Keeping folders for each venue that you teach at should hold registers, declarations and risk assessments. Every term use the same lesson plans for the same age group classes that week. By doing this your confidence will grow in delivery as you get to repeat the lesson a few times during the week. This also helps with the babies development and ensures a yearly rotation and no week is the same.
Schools close for half terms as do some children’s centres – however, most other organisations stay open so it is your choice as to whether you work throughout the year or just during term time. Planning this and researching into what other groups run is a key piece to having great holiday sessions. You will find lots of parents have older siblings and may ask to bring them along. The odd one is ok but for health and safety you cannot allow more than two older siblings in any classes. This is why planning skeleton classes during the holidays will mean you increase chances of them being filled. If for any reason you think you will be late to a venue then make sure you let anyone concerned know in advance. Its best practice to let venues know dates in advance for your sessions.
Equipment
Equipment should be cleaned/washed and disinfected on a regular basis. Any item that has been soiled should be removed and replaced with a clean one. It is advisable that you ask the parents to bring their own towel or blanket to cover the cushions in the baby class in case of mishaps and to stop the spread of infection.
You should have first aid training as a must and will be expected to renew your certificate before expiry. You should also carry a first aid box with you together with your accident book and make sure you take it into venues that do not have this equipment. Any accident should be recorded and a copy of the accident report form should be submitted as per health and safety regulations act. Training can be sought through Kalma Baby.
You should hold a current Enhanced DBS (formerly CRB) for working with children and renew it every 3 years before expiry. This must be through Kalma Baby.
Safeguarding level 1
In England the law states that people whom work with children have a duty to keep them safe. The legislation is set out in the children’s act 1989 and 2004 and sets out the rights of children to be free from abuse. Kalma Baby employees/teachers/licensees and franchisees require a safeguarding certificate level 1 and are required to complete a refresher every year. Ensuring we are complying with keeping children safe and our knowledge is up to date. At their own cost. Training can be done through the brand or the employee can cost their own. Proof of completed training may be asked for.
Class Rapport
Baby and children’s Yoga is becoming increasingly popular. However, there are still some parent/carers that do not know what it is and tend to be a little nervous to start so it is up to you to create the right atmosphere and in some venues this is sometimes a challenge to do physically. To create the right emotional atmosphere – by drawing in the quieter parents – talk to them and their baby and then bring the group as a whole group into conversation.
Use light humour but never direct it at anyone in particular. Tell stories of a baby or child that has amused the class or maybe a tale from your past. You may want to start a particular topic of conversation that you know will get a response such as weaning or teething or labour. If you get the parents talking then they will bond and the atmosphere will take care of itself. Use the bells at any time you need to draw their attention back to the class and always at beginning and the end of a class.
Keeping parents informed
From time to time you may have to cancel a class or rearrange a session time. If this happens you should make it a priority to inform all of the parents beforehand giving as much notice as you possibly can. If you are working for an organisation or children’s centre you must inform them also. It is always best practice to let other venues know too.
Very few teachers will feel confident when they first start taking the classes, but as long as you give the impression that you are on the outside then no one knows what you are feeling on the inside. If you are well prepared and have revised your lesson plan then this will help with your confidence. Take your lesson plan with you and you can always refer to it if you lose your way. Remember elements of the lesson plan can always be changed as you never know what to expect in a class and the child’s mood often determines how it should flow. Don’t be afraid of using your lesson plan – however, try to avoid reading it too often during the class. After the first session the nerves start to subside as you know what to expect – what your customers are like and you are familiar with the venue and the journey to the venue.
Overview of an Effective Teacher
A successful teacher will:
Teach to the ability of the group, making adjustments where necessary
Ensure the safety of the class at all times
Be positive
Provide a stimulating learning program
Motivate parent/carer/children – praise and encourage them
Maintain a calm approach
Inspire confidence
Be knowledgeable and confident
Be enthusiastic and adaptable
Remember that progress could be slow
Re-evaluate constantly
Have realistic aims for the group