Detailed Information

Making music is the activity about which I have been most passionate throughout my life, and since January 2000 I have discovered a similar enthusiasm for teaching.  Although I have taught music on a one–to–one basis at various times in my life, it has been from 2000 that I have had the most interest and commitment, and this is reflected in the training I have undertaken for the profession in recent years.  Additionally, I value highly the opportunity to contribute as a teacher to my local and neighbouring communities.

To view a Personal Statement in support of any music teaching post application, click there or here (.pdf).

Teaching Approach

For classroom teaching, I design and teach lessons to deliver the National Curriculum for Music at Key Stages 3 to 5 (secondary schools and colleges).  In line with my support for the goals of Inclusion, Equal Opportunities and Every Child Matters policy, this includes planning for the differentiation needed to engage pupils at every level of ability and from every cultural background.  My classroom approach might be summarised as focused on pupils’ music–making projects, skills and teamwork, and conjoined with self–, peer– and teacher–based assessment (particularly formative / Assessment for Learning).  These have a higher priority than academic and theoretical learning, especially as the usual allocation for classroom music in secondary schools is one hour per week.

For one–to–one tuition, since formal lesson plan structure is not typically the norm, lessons adhere to a flexible learning agenda that is developed with the student and reflects their needs and goals.  When these change, the student is free in consultation with me to reorient the learning plan.  To help students (and me) keep to the plan, I maintain a weekly record of each student’s practice agenda and achievement history.  This may also include notes on special needs and particular teaching and learning strategies relevant to the student.

Relevant to both: While I am committed to encouraging and enabling people to acquire musical knowledge, appreciation and skills, I feel that talent is not nearly as important as the drive to learn and improve.  To support this, I believe it is part of my role as a teacher to inspire students’ drive and curiosity in music (and the world around them) outside of our lessons.  In addition, I believe that patience, praise and reflective practice engender learning and that demeaning students has no place in education.  In manner, I am generally an expressive person, yet I also try to remain aware of the impression I create and to be sensitive and receptive to others.

I hope this has been helpful and encouraging.  If you have any questions or wish to enquire about lessons, I would welcome your call (020 8558–6829).

Yours faithfully,

Claude Alexander

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Copyright © 2010 Claude Alexander – All rights reserved.