3. Experimenting with teaching styles

In chapter 2.1, The Role of the Teacher, we referred to different learning styles- the VAK model. This model is useful as an indication of the % of types of learners that you have in a group, or the type of learner you are personally. It can also inform how to facilitate a lesson or an exercise. It is interesting to analyse your teaching to see which learning styles you usually use, and to expand on them and use a variety of styles so you help all of your students to develop their multiple intelligences and support their different ways of learning. Here is an exercise for circus trainers, to put this into practice: in your next circus lesson, choose one of the three styles below and stick to it for a whole exercise.

VISUAL KINAESTHETIC AUDITORY

Without words or sounds Without showing anything Without having physical contact

Just showing The trainer demonstrates with the body or other props in silence Without speaking or touching Just guiding the student’s body The trainer does not speak or show with their own body Without speaking or showing Just talking The trainer does not move Without touching or showing instructions

VISUAL Try to select on exercise do you know, and try to explain the same exercise using the 3 ways, with one or more circus techniques.

KINAESTHETIC AUDITORY

Some examples proposed by the participants:

Auditory • Listen to instructions, with eyes closed, then carry out the instruction as you have understood it. Make a video of the exercise, and then watch as a group. When we did this on the exchange, we could see how everybody reacted differently, despite hearing the same words. An interesting example of how we perceive things to be compared to reality!

Visual • The trainer demonstrates an aerial trick without explanation. This can be repeated as many times as is needed.

Kinaesthetic • A student is on the trapeze, and the trainer asks them to move parts of their body as they touch them. As an additional challenge, ask them to close their eyes and find a way to get onto the trapeze and sit on the bar.

On chapter 2.1.2, we discussed teaching styles. Some people respond better to one style or another, and to help them with their learning process it is important to combine them. For example, in the balance session we suggested that you organise two sessions, one using active and the other using directive models, then to and analyse them with the group. See if there are ways to transform the exercise from a directive approach to an active one.

DIRECTIVE ACTIVE