Учитель театрального искусства в средней школе — работа в Финляндии
Drama teachers at secondary schools provide education to students, commonly children and young adults, in a secondary school setting. They are usually subject teachers, specialised and instructing in their own field of study, drama. They prepare lesson plans and materials, monitor the studentsâ progress, assist individually when necessary, and evaluate the studentsâ knowledge and performance on the subject of drama through assignments, tests and examinations.
Учитель театрального искусства в средней школе - Какие навыки обязательны?
Manage, schedule and run rehearsals for the performance.
Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
Provide additional exercises and assignments that the students will prepare at home, explain them in a clear way, and determine the deadline and evaluation method.
Supervise the student's social behaviour to discover anything unusual. Help solve any issues if necessary.
Develop a style for coaching individuals or groups that ensures all participants are at ease, and are able to acquire the necessary skills and competences provided in the coaching in a positive and productive manner.
Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.
Write, select or recommend a syllabus of learning material for the students enrolled in the course.
Follow up on students’ learning progress and assess their achievements and needs.
Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students' well-being.
Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.
Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.
Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.
Make sure students follow the rules and code of behaviour established in the school and take the appropriate measures in case of violation or misbehaviour.
Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.
The different acting techniques for developing lifelike performances, such as method acting, classical acting, and Meisner technique.
The various techniques for using your voice correctly without exhausting or damaging it when changing voice in tone and volume.
Break down a script by analysing the dramaturgy, form, themes and structure of a script. Conduct relevant research if necessary.
Elucidate performance concepts, such as texts and scores for performers.
Verify the technical aspects of your workspace, costumes, props, etc. Eliminate potential hazards in your work space or performance. Intervene actively in cases of accidents or illness.
The inner workings of a post-secondary school, such as the structure of the relevant education support and management, the policies, and the regulations.
Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.
Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.
Use techniques like brainstorming to stimulate creativity in the team.
Maintain discipline and engage students during instruction.
The inner workings of a secondary school, such as the structure of the relevant education support and management, the policies, and the regulations.
Support and coach students in their work, give learners practical support and encouragement.
Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.
Research historical backgrounds and artistic concepts of plays.
Communicate with the school staff such as teachers, teaching assistants, academic advisors, and the principal on issues relating to students' well-being. In the context of a university, liaise with the technical and research staff to discuss research projects and courses-related matters.
The goals identified in curricula and defined learning outcomes.
Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.
Учитель театрального искусства в средней школе - Какие навыки полезны, но не обязательны?
Provide assistance in the planning and organisation of school events, such as the school's open house day, a sports game or a talent show.
Observe and detect symptoms of Specific Learning Difficulties such as attention deficit hyperactivity disorder (ADHD), dyscalculia, and dysgraphia in children or adult learners. Refer the student to the correct specialised educational expert if necessary.
Communicate with multiple parties, including teachers and the family of the student, to discuss the student's behaviour or academic performance.
Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
Understand and analyse theatre texts; take an active part in the interpretation of the artistic project; conduct thorough personal research in textual material and dramaturgy.
Observe students during instruction and identify signs of exceptionally high intelligence in a student, such as showing remarkable intellectual curiosity or showing restlessness due to boredom and or feelings of not being challenged.
Accompany students on an educational trip outside the school environment and ensure their safety and cooperation.
The social dynamics through which young adults live amongst each other, expressing their likes and dislikes and the rules of communication between generations.
Set up joined and individual meetings with students' parents to discuss their child's academic progress and general well-being.
Monitor the changes in educational policies, methodologies and research by reviewing relevant literature and liaising with education officials and institutions.
The various techniques to control the voice, body, and nerves by breathing.
Work with children and young people to identify the skills and abilities they will need to become effective citizens and adults and to prepare them for independence.
Adapt a script and, if the play is newly written, work with the writer or collaborate with playwrights.
The nature and types of disabilities affecting the human beings such as physical, cognitive, mental, sensory, emotional or developmental and the specific needs and access requirements of disabled people.
The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
Lead a film or theatre cast and crew. Brief them about the creative vision, what they need to do and where they need to be. Manage day-to-day production activities to ensure things run smoothly.
Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders.
The pronunciation techniques to properly and understandably pronounce words.
Keep track of the pupils who are absent by recording their names on a list of absentees.
Observe students' recreational activities to ensure student safety and well-being and intervene when necessary.
Incorporate the use of online learning environments and platforms into the process of instruction.
Recognise correlations and overlaps between your subject of expertise and other subjects. Decide on a levelled approach to the material with the teacher of the associated subject and adjust lesson plans accordingly.
Develop a script describing the scenes, actions, equipment, content and realisation means for a play, film or broadcast.
Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
Supervise and potentially organise educational or recreational activities for the students outside of mandatory classes.
The various types of movement and physical postures undertaken for relaxation, body-mind integration, stress reduction, flexibility, core support and rehabilitation purposes, and that are required for or underpin occupational performance.
Inspect and amend the scenery and set-dressing to make sure the visual quality is optimal with in constraints of time, budget and manpower.
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