1. Becoming a Good Teacher
ART Training Scheme
Module Teaching Bell Handling
© ART Charity No

2. Teaching is a skill which will develop with experience
To Teach is to:
Help to learn
Cause to learn
Cause to understand
Teaching is a skill which will develop with experience
By understanding the processes involved in teaching and gaining experience with learners over time your teaching skills will develop
By understanding the processes involved in teaching and gaining experience with learners over time your teaching will improve.

3. What will I find out? Ways we learn How to adapt to different learners
The importance of:
Communication skills
Good observation
Feedback & positive reinforcement
These are the concepts included in this presentation.

4. Three types of learner There are three basic styles of learning:
Visual - seeing
Auditory - hearing
Kinaesthetic – movement
Most people will have a mixture of learning styles but within any individual one or other style may dominate.
When teaching it is important to take into account these different styles to make the teaching more responsive and more effective.
Flexibility is the key!
There are 3 basic styles of learning.
Most people will have a mixture of learning styles but within the individual one or other style may dominate.
When teaching it is important to take into account these different styles to make the teaching more responsive and more effective.

5. Visual learner Visual - seeing Diagrams Pictures Gestures
I see what you mean
Visual learners like pictures and diagrams. This is the learner who will memorize maps and learn blue lines.
When learning bell handling demonstration is extremely important for the visual learner.
He will have to see the performance in action to understand how to put it into action for himself.
Often just telling him something will not be enough for him to be able to change his actions. Filming on a mobile phone is a great ideas allowing him to see his action – get permission first and delete afterwards. Adult to give permission and witness deletion for minors.
It is sometimes considered that this learner is not listening or not taking any notice, it is more likely that the explanation given to him doesn’t make any sense in his head.
Another method of teaching will be required such as actually showing him what he is doing and what the teacher would like him to do.
This type of learner may be very difficult to correct if he goes wrong while ringing a method. However, he will benefit from looking at a diagram beforehand. If possible when the ringing goes wrong stop and allow the learner to consult their diagram.
Demonstration is extremely important for the visual learner.
They will have to see the performance in action to understand how to put it into action for himself. Often just telling them something will not be enough for him to be able to change their actions. Filming and playback using a mobile or camera (with permission) can be very useful.

6. Auditory learner Auditory - hearing
Understanding of verbal instructions
Explanation
I hear what you say – it makes sense
Auditory learners will learn most effectively from the spoken word.
Often written information will have little meaning to them until they have heard it spoken.
This type of learner likes to be told what to do and likes to work in small progressive steps he is easy correct during ringing.
This learner will find it easy to follow advice given to him while ringing, this makes it easy for the teacher to help him with his handling.
However later he may find the concept of the Blue Line very difficult and may need to learn to recite the order of work for a method rather than use a diagram.
Auditory learners will learn most effectively from the spoken word.
This type of learner likes to be told what to do and likes to work in small progressive steps he is easy correct during ringing. This learner will find it easy to follow advice given to them while ringing, this makes it easy for the teacher to help them with his handling.

7. Kinaesthetic learner Kinaesthetic – movement Learns by “doing”
Repetition
Getting the feel of an action
Imitation
Practice
I grasp your meaning-
that would feel right
Kinaesthetic learners build skills through imitation and practice.
If the subject matter is presented to them in writing they may appear slow.
They need to repeat things frequently until their body gets the feel of what is required.
These learners may be slow to learn to handle a bell as neither explanation or demonstration really help their brain to understand what is required very easily.
Great patience may be needed to teach these learners, as they are likely to be the ones who may suddenly forget to catch the sally or for some unknown reason hold their hands up in the air while the rope come down around their shoulders.
When this is happening it indicates that they have not yet got the feel of what they should do.
Some of the small step exercises such as ringing a bell part up from down will help them get the feel for the moving rope before moving on to work with a bell ringing full circle.
When teaching if one type of explanation is not working you may need to change your approach .
Kinaesthetic learners build skills through imitation and practice.
These learners may be slow to learn to handle a bell as neither explanation or demonstration really help their brain to understand what is required very easily. If the subject matter is presented to them in writing they may appear slow. They need to repeat things frequently until their body gets the feel of what is required.

8. What type of learner is my new ringer?
It is the teacher’s job to find the way which works best!!
Many will have done this is school and you just need to ask – others may tell you through their language.
Make sure you team up suitable teachers to align with learners’ preference where you can.
Use the questionnaire provided – with children adapt the questionnaire, adults may be happy to just do it. Don’t make it a chore – explain why you’re doing it. Do the test yourself – get others in the band to do it. Discuss the ways people learn methods & practical skills. What makes sense to each?
Example:
If someone gives you directions to a destination do you prefer
Write down what they say in words (A)
Draw a map(V)
Just ignore all that – work it out as you’re going and follow your nose (K)
If you’re learning a new method what techniques do you employ?
Just look at the blue line/grid (V)
Repeatedly say the work to yourself, calmly & logically, maybe even recording yourself doing so then playing it back (A)
Write out the line, imagining yourself ringing it, or use Abel or other aid, but feel you really haven’t “got it” until you’ve rung a course or two? (K)

9. Adapting to different learners
It is important to think about who you are teaching. So you can make teaching plans appropriately:
Old /young
Confident/unconfident
Coordinated /uncoordinated
Varied learning styles
It is important to think about who you are teaching. So you can make teaching plans appropriately.
Old /Young
Confident/unconfident
Coordinated /uncoordinated
Learning styles will vary

10. Adults Tend to want complicated explanations and technical details
Tend to have a greater fear of failure
Tact and diplomacy are important
Respect your learner and never insult their intelligence
Adults tend to want more complicated explanations but it must be remembered that they are there to learn a new skill which means incorporating the maximum amount of practical work i.e. time on the rope.
If the teacher is younger than the learner it is particularly important to show respect to the learner.

11. Children Always be positive Fun aspects should be emphasised
Be inventive and enthusiastic
Use a variety of activities
Consider shorter lessons
Consider lessons at a time of day before they are tired
With children it is important for the teaching to be interactive. The teacher should ask the child to comment on what went right or wrong during each exercise and how they could improve it next time. This will make the lesson more enjoyable for them whilst at a deeper level the learning is more likely to be absorbed.
Praise and encouragement are particularly important when a child is trying hard and his efforts are not meeting with success.
Bell control exercises and games such as ringing Twinkle, Twinkle Little Star, dodgy call changes or Mexican Wave are fun and help develop confidence.
Quizzes or work on a whiteboard maybe a valuable way to reinforce theory.
Hand bells or chime bars can be used to create the variety and if the church bells are proving physically demanding.

12. Communication Communication is the key to good teaching
“If you can’t communicate it doesn’t matter what you know”

13. David Brailsford – British Cycling
Communication
“A good teacher establishes excellent communication skills and is always approachable when learners have difficulties or need advice”
Wilfred Moreton – The Tutors’ Handbook
“A tutor should be able to see when things are going wrong and have sufficient imagination to try a different approach”
David Brailsford – British Cycling
These quotes have been taken from various books on coaching techniques.

14. Communication Is a two way process 70% is said to be non-verbal
Speaking-asking-listening
70% is said to be non-verbal
Body language “speaks” too
Never show favouritism
Keep your teaching flexible
Respect your learners’ doubts, fears and ambitions
The Teacher’s body language, facial expressions and attitude will be picked up by the learner.
If these are positive and encouraging it will lead to more motivation and enthusiasm form the learner.
If they are negative it will have a de-motivating effect.
It is necessary for the teacher to develop a professional approach. For example a teacher should not be sloppy in their own ringing habits. Learners will often pick up and copy what they see around them.
It is sometimes very easy to show favouritism to a learner who is progressing quickly. However, research has shown that in a group situation showing favouritism is de-motivating to the group as a whole.
Particularly during the early stages of learning motivation will be improved if you reward effort rather than performance.
All learners learn at different speeds and the teacher should respect where each one is in the learning curve.
Ask your learner to explain to you what they are thinking/feeling/seeing when they are doing something either correctly or incorrectly – it can give you an insight into their mode of learning and also can reveal the source of a problem.

15. Communication
Your body language, facial expression and attitude will be picked up by the learner. If these are positive and encouraging it will lead to increased motivation and enthusiasm. If they are negative it will have a de-motivating effect.
It is necessary for you to develop a professional approach. For example you should not be sloppy in your own ringing habits. Learners will often pick up and copy what they see around them.
It is sometimes very easy to show favouritism to a learner who is progressing quickly. However, research has shown that in a group situation showing favouritism is de-motivating to the group as a whole.
Particularly during the early stages of learning motivation will be improved if you reward effort rather than performance.
All learners learn at different speeds and you should respect where each one is in the learning curve.
Ask your learner to explain to you what they are thinking/feeling/seeing when they are doing something either correctly or incorrectly – it can give you an insight into their mode of learning and also can reveal the source of a problem.

16. To the balance this time!
Good observation
Will make your teaching more responsive
Keep observing your learner
If you miss things they will remain uncorrected
Are the movements ideal?
Need to adapt teaching program?
Never ignore inaccurate movements
Good observation is a difficult skill which a new teacher will have to work on over time.
If the teacher does not constantly observe problems and faults they are likely to be missed.
These things will then remain uncorrected.
So the first thing for the teacher to do is to remember to keep observing.
This can be difficult at the handling stage as the teacher is so close to the learner that it may be difficult to see exactly what he is doing. A third party can often be helpful here.
If there is something not quite right the learner needs to know.
The teacher should give feedback and advice.
If it is a handling problem which he is unable to correct with advice the teacher will have to return him to practise the small part of the whole action which needs improving.
That’s nice!
To the balance this time!

17. Good observation
Good observation is a difficult skill which you will have to work on over time.
If you don’t constantly observe problems and faults they are likely to be missed. These things will then remain uncorrected.
So the first thing that you must do is to remember to keep observing.
This can be difficult at the handling stage as you are so close to the learner that it may be difficult to see exactly what he is doing. A third party can often be helpful here.
If there is something not quite right the learner needs to know.
If it is a handling problem which he is unable to correct with advice you will have to return him to practise the small part of the whole action which needs improving.
Observation skills can be developed with practice – and there are many practice opportunities – all free!!

18. Feedback and positive reinforcement
Use feedback to:
Change unwanted actions
Reinforce and strengthen wanted (correct) actions
Observe good and bad points, positive feedback about the good things
Discussion about the not so good things
Information on how to improve and opportunity to practise
It may help you as you start out in teaching bell ringing to think of using feedback as a set of traffic lights.
First the red - observation. You need to observe the good points and the unsatisfactory aspects of the learner’s performance.
Second the amber. Feedback. Keep it positive but accurate. Start with the good things. This will encourage the learner making him more likely to warm to your comments and continue to listen and pay attention to what he hears. After this move onto the areas that need working on and need improvement.
If necessary reassure the learner that such and such that he is struggling with is often a difficult thing at that stage and that he is experiencing the sort of problem which is quite normal ..
Third the green. Advise the learner on how to make improvements and work out with him how he is going to be given the opportunity to work on what is required. For example “Before you ring next time we will just practice some backstrokes alone, so that you can remember the feeling of how low your hands should be at the end of the stroke”.
Finish with a reminder of what was done well.
Feedback sandwich --- positive, things to improve, positive.

19. Feedback Should be accurate
Should be immediate in the early stages of learning
Should be framed in a positive way
Give praise frequently
Reward effort as well as achievement
Praise should only be given when it has been earned
Do not reward or reinforce inadequate performance
Feed back is particularly important in the early stages of learning. Verbal feedback in the early stages needs to be instantaneous. This means information about performance being given to the ringer while they are on the rope actually ringing.
Feed back should be framed in a positive manner. Avoid too much of “what is not right” by focussing on “how to do it right”.
For example “Try to get your hand straight onto the tail-end after you have released the sally”. Rather than “ Don’t let your hand wander wide when it comes of the sally” Avoid using Don’t – it is difficult to react to it.
Effort should be rewarded as well as performance. This will lead to a sense of encouragement and is particularly important with children.
Praise should only be given when it has been earned.
if too easy to obtain no effort is required and motivation is decreased.
Do not reward/reinforce inadequate performance.
This will lead to a false sense of achievement.
Negative comments will only de-motivate during the early stages of learning.
A teacher should never belittle or criticise his learner.

20. Feedback
Feed back is particularly important in the early stages of learning. Verbal feedback in the early stages needs to be instantaneous. This means information about performance being given to the ringer while they are on the rope actually ringing.
Feed back should be framed in a positive manner. Avoid too much of “what is not right” by focussing on “how to do it right”. For example “Try to get your hand straight onto the tail-end after you have released the sally”, rather than “Don’t let your hand wander wide when it comes off the sally”.
Effort should be rewarded as well as performance. This will lead to a sense of encouragement and is particularly important with children.
Praise should only be given when it has been earned. If too easy to obtain no effort is required and motivation is decreased.
Do not reward/reinforce inadequate performance. This will lead to a false sense of achievement.
Negative comments will only de-motivate during the early stages of learning.
A teacher should never belittle or criticise his learner.

21. Positive Reinforcement
Positive reinforcement is acknowledging and rewarding something achieved
This does not mean that teachers should ignore things that are going wrong
It is the manner and emphasis with which the feedback is given which is the key to improving motivation
Motivation improves learning
Positive reinforcement does not mean that teachers should ignore or not feedback on things that are going wrong.
If they were to do this the feedback would not be accurate.
It is the manner and emphasise with which the feedback is given which is the clue to improving motivation

22. Motivation to continue and improve
And finally
Ensure your learners leave the practice feeling good about themselves
Enjoyment
and
confidence
Motivation to continue and improve
Success
During the early stages of learning a learner’s self motivation is not fully developed. It is during this time when external sources of motivation are so important to him.
These factors which enable him to find the learning experience enjoyable and help to build up his self confidence are the factors which will carry him through the learning process to the point when he becomes keen or self motivated.
It is largely the teacher that helps to create this “motivational climate” for the learner