Tutor handbook 2009-2010 Contents Page
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TUTOR HANDBOOK 2009-2010 Contents Page Welcome letter from The Principal 3 BIMM Ethos 4 BIMM Staff Organisational Chart 5 Tutor Responsibilities: General Advice 6 Punctuality 6 Registration and Attendance 6 Student Achievement 7 Planning 7 Setting Aims and Objectives 7 Communication 7 Training 8 Course Notes 8 Advance Depping Policy 8 Emergency Depping 8 Lateness 8 Timesheets 8 Tutor Common Room 9 BIMMFO 9 Good Teaching and Learning Practice: The Seven Principles 10 Catering For Different Learning Styles 12 Handing in of Assignments 12                   
Student Behaviour in the Classroom 13 Student Problems 13 Educational Inspections 13 Lesson Observations 14 BIMM’s Partners: BIMM’s Partner Colleges and University 15 Tutorial Programme: Overview 16 Tutorials for Diploma and Professional Diploma Students 16 Tutorial Paperwork 18-24 Who's who at BIMM: BIMM Brighton Staff and Tutor List 2009/10 25-46 Health & Safety Policy 47 Ear Protection 48 Environmental Policy and Strategy: Overview 49 Re-cycling at BIMM 49
Dear Tutor Welcome or welcome back to Brighton Institute of Modern Music! Within this manual you will find advice on: who’s who at BIMM; health and safety; managing the teaching environment; the tutorial programme and a few essential rules and regulations that we are required to follow by our local partners, City College, Central Sussex College and the University of Sussex. Our roster of outstanding tutors is our greatest asset – it is something we are very proud of. It is our aim that every student who joins us at BIMM will achieve at the highest level and gain the qualification that they are enrolled for. As a tutor you have a hugely important role to play in ensuring this level of success. We are committed to having the best music college in the UK, providing an inspiring environment where young musicians can learn and develop their career path and where the very best musicians and industry professionals contribute to this. All tutors and students at BIMM are supported by our full time academic and administrative teams based at BIMM West, BIMM House and BIMM East. The roles and responsibilities of all staff and tutors are detailed at the end of this handbook. These staff members are here to help you ensure that coming to work at BIMM is an enjoyable and rewarding experience, so please take time to get to know key personnel especially in your own departments. As a tutor, your main points of contact will be:
As you are all aware, young musicians have many calls on their time and their creative energies and are easily distracted from studying, especially when the going gets tough and there is real hard work to be done. As tutors we need you to ensure that the experience for all the students in every class you teach is so rich and motivating that they attend for you 100% of the time. Please familiarise yourself with all the information in this manual, especially in respect of student referrals and tutorials, and if anything does not make sense please ask! All our full time members of staff and Heads of Department are here to advise you and help you to enjoy being part of the BIMM team. Thank you in advance for helping us to do this and for being part of the BIMM team. Have a great year! Vaseema Hamilton Principal
We care about quality musical performance and have created an environment where artists and bands and those studying the music industry can develop within a thriving live scene. We measure the college by the quality of music that we collectively produce - it’s a simple as that.
Of course we want musicians to be able to play anything from reggae to jazz fusion - but the point is we want them to do it well. Great musicians have authority and personality in their playing; particularly those with stadium level gigs and hit record experience under their belts. That’s what makes us pay money to listen to them. Playing simple things well is often the last element of a professional musician’s development. Why? - because it’s hard. This whole concept is difficult to teach and we will spend a lot of time discussing ways to make students aware of the hallmarks of professional performance. We will focus on timing, use of click tracks, phrasing and tone production, thereby working towards students gaining the confidence of a professional in their own work. We want to help musicians find their own voice too and encourage personality and self expression within musical performance. Our role is that of a ‘coach’ as well as specialist instrumental teachers.
Sounding great counts for nothing unless you do something with it and this requires a whole new set of skills, energy and effort. Each musician is an individual and we recognise that. We want all the musicians at BIMM to establish their own realistic and obtainable career goals, underpinned by a solid plan and support from people with the professional knowledge to advise in a considered way. With hard work and effort anything is possible - as you can see by the achievements of some of our graduates. YOUR RESPONSIBILITIES AS A TUTOR General advice for tutors
Punctuality
Registration and Attendance
Student Achievement
Planning
Setting Clear Aims and Objectives
Communication
Even if you are not personally requested to take one-to-one tutorials (which are largely delivered by Heads of Department) you should understand the system and proactively refer
Training
Course Notes
Advance Depping Policy When your timetable has been agreed it is assumed that you will deliver all sessions unless there are exceptional circumstances. In order to achieve your students need to build a relationship with you, and continuity is vital. You must inform Adam Bushell IN WRITING at least three weeks before the date of the required dep. You will then receive confirmation that this has been received and accepted and then liaise to ensure that whoever is covering you is completely briefed on what they need to do. We do reserve the right to turn down a Depping request. Do not ever attempt to Dep yourself – this must be done via Adam. Emergency Depping We will give you mobile numbers to be used in emergency situations, such as sudden illness, this can be used out of hours if really necessary. Please do not pass numbers on without approval. If you are unwell, please let us know as soon as you realise you will be, or may be off sick. It makes a huge difference if we know during office hours the day before you are due in - rather than on the day itself! Lateness You should be in college at least 15 minutes before your class is due to commence. However, if you are unavoidably delayed even by 5 or 10 minutes you MUST call ahead to let us know. This means we can arrange to take your register and inform your class of your movements. Timesheets You will be required to hand Loraine your time sheets. If you are unsure of this system please liaise closely with Loraine. It is very important these time sheets are submitted on time – please
’ s job enjoyable and get paid on time! Also, if you move home or change any personal details please ensure you tell Loraine. Tutor Common Room Starting for the academic year 09/10, BIMM West will have a new common room facility, available for use by BIMM tutors. This facility has been installed to ease congestion in the BIMM West Office upstairs, and should be used by tutors for lunch breaks / tea breaks etc, as desired. Tea making facilities will be provided, together with a fridge and a microwave. Wi-Fi will also be available. With this new facility comes the responsibility to keep it clean and tidy, so please make sure you wash up any cutlery or cups you use, and dispose of any rubbish accordingly. Please note that students are only allowed to bring water into the classrooms, with hot drinks expressly prohibited. Tutors should also adhere to this rule, and use the tutor common room when a hot drink is required. BIMMFO BIMMFO is an internal tutor intranet which has been set up to provide BIMM tutors access to all relevant information associated with BIMM. BIMM tutors will each receive an exclusive username and password for this site. The intranet is a read only site and tutors will not be able to amend or add anything to BIMMFO, however all tutors can download information included within the site. BIMMFO is split into different compartments: FE Courses – information on all courses and information on LPW tracks. FE Assessments – calendars, marksheets and timetables Tutor Info – tutor contact details, tutor biogs, payment and invoicing information, tutor handbook, teaching and learning practice, responsibilities and tutor timetables. Staff plan – staff plans for Brighton and Bristol Partner Colleges and Universities – information on partnerships and applications FE Quality and student support – Achievement statistics, annual meeting planner, student handbook, student referral forms and tutorial programmes HE Courses – information on courses, LPW tracks, module leader information and annual programme reports. HE Assessments – marking forms, module marking sheets and assessment documents. HE Quality and student support – achievement statistics, annual meeting planner, quality handbook and book lists. A&R – policy, BIMM album information, auditions and guidelines. Event Calendar – details on all BIMM events including TFI sessions, Induction days, Open days, Live & Lyrical, Night Of Vocals and End Of Term Gigs The intranet also includes pictures of all tutors, BIMM staff, BIMM buildings and information on BIMM’s independent record label ‘South Coast Sounds’ as well as links to BIMM TV on Youtube, BIMM website and South Coast Sounds.
The Seven Principles At BIMM, we want all students and all tutors to enjoy the best learning and teaching possible. We believe that great education helps bring about amazing personal growth and change, and our aim is for every student to be both challenged and helped to reach his or her highest potential. Over the years, we have learned some valuable lessons about teaching and learning – and about what we can really aspire towards at our best. The aim of this part of the handbook is to capture the essence of what we strive towards in our teaching. It is in three sections: first the general principles we try to keep; then some of the ways in which these principles can become real in our classes; and finally some ideas specifically relating to the ethos of music teaching at BIMM. All lessons at BIMM are carefully designed and well planned out in advance. They are outlined in the course manuals. As a teacher, you need to bring these plans to life in your classroom – drawing on your own professional experience and teaching skills. We encourage all teachers to develop your own detailed delivery plans, and to bring in extra material for your lessons. We also encourage all teachers to really use your personalities in the classroom – while remembering always that lessons are not ultimately about us and our experiences, they are about our students and their development. At BIMM, we have identified seven over-riding principles that we consider fundamental to great education. These are listed below, followed by some specific examples of how they might be put into practice. We also know that teachers will find many other ways of achieving these aims to meet the needs of different courses and specific groups of students. These seven principles represent our highest aspirations for making our own teaching as good as possible: 1 – We create fully professional working relationships between tutors and students. 2 – We set clear targets with high expectations for our students. 3 – We encourage our students to take responsibility for their learning – and we help them to become active and independent learners. 4 – We encourage our students to co-operate with each other and learn from each other. 5 – We give students prompt, high-quality feedback which helps them know how well they are doing and what they need to work on next. 6 – We emphasise to students the importance of spending time on task. 7 – We both respect and encourage diverse talents and different ways of learning. Some of the most frequent ways we make these principles real in our classrooms are by paying attention to the following pointers:
Always start your class bang on time. Make it clear that lateness is unprofessional and unacceptable. Challenge latecomers appropriately. Sessions are well-planned in course books. These plans include learning outcomes / targets for each session (and indeed for the course and the qualification as a whole). Always focus on these, and don’t drift off track. Start the class by making sure all students understand what the aims of that session are and what material is going to be covered. Write this up on the whiteboard and refer to it during the session to help everyone stay focused. We don ’ t do this for bureaucratic reasons – we do it to help keep everyone on track. At the end of the session, summarise what has been covered and refer back to the aims; check in with students to see how well they are doing towards achieving the aims. Provide advice to those who aren’t there yet. Make sure students leave knowing clearly what they are expected to work on during the following week. Remember – they are only with us for a few hours; they have many more hours to work and practice alone; so we need to help them use those well! Check back that they have done their work / preparation / practice each week. Celebrate success!
The final section shares some of the important lessons we have learned over the past few years about teaching music and related subjects well. These ideas are also strongly related to the principles described above.
The foundation of music teaching at BIMM consists in teaching students to play simple things incredibly well. Set high standards and make students aware of professional levels of performance Don’t expect student musicians to be able to perform to professional standards right away! Ask the class to discuss and work out a strategy to help each individual progress towards defined goals. Work with the class consistently to help them get better at giving each other focused, precise feedback and clear suggestions for how to improve. It’s not good enough for a class to give feedback saying that an individual’s playing was “Great!”; “Good”; “Well – OK” – or whatever! Encourage peers to say why they judged the performance level as they did. Don’t be put off if students are initially poor at this, or embarrassed / resistant about giving feedback. Persist! Being able to feed back accurately to your peers, and being able to be objective about your own performance, are crucial skills to develop.
For example, if a guitar line is played out or time or out of tune, ask the class to suggest specific ways of improving the performance. If a class degenerates into musicians being “played at” by a virtuoso tutor, morale will quickly fall. Lessons should always be about the people in the class and their playing; about them being fully engaged and active; and having their own work analysed and improved. Concentrate on detail – especially tone production, phrasing and timing. Don’t feel you always have to cover all the material in every session. Sometimes you will need to spend significant time on a couple of bars, getting the performance exactly right. If they don’t get it right in class, they won’t outside class! Conversely, knowing how to get at least some material right in class helps get the rest of the material right outside of class. Work towards accomplished professional performances – but also don’t lose the energy, vibe and spontaneity. This is rock ‘n’ roll, after all! Authenticity and respect for great music is important. Many students are dismissive of certain genres – challenge this and don’t buy into it. Good music is good music, and this is the message we aim to get across to students. Try to be informed in your comments and please do not be dismissive of material in the curriculum until all the class have nailed it, in tune, in time with exactly the right note and performance style. Use as many mock situations to recreate professional environments as you can. For example: do some recording in class; or bring in studio backing tracks you have had to perform to. You’re a producer as well as a specialist tutor. We are aiming to help young artists become more rounded professionals. In the same way that the rock ‘n’ rollers will need to work on their sight-reading, the musicians will need help to understand performance and what is cool from an audience’s point of view. It’s vital that we put musical work in context. An out-of-tune vocal performance by Neil Young may be technically suspect but none the less emotive and powerful for many people. Classic songs and arrangements have often been produced by technically limited artists. There are many facets to great music and our job is to raise awareness and appreciation. This is one of the reasons why it’s important for teachers not to let their personal tastes sway the class debate too heavily. Above all – enjoy your teaching! When it goes well, it is one of the most satisfying things we do. Catering for Different Learning Styles Don’t forget that different students have different learning styles. There are many different models of this, but the main message here is that in the most effective lessons, you’ll use a mixture of different approaches and activities: playing / listening / doing activities / talking / sharing / giving feedback / students interacting with you and with other students … Be alert to students failing to grasp an aspect of a class, and be prepared to try a different way of approaching the same material. Be imaginative! Try to think of different ways of teaching the same material. Many BIMM teachers have now completed or are undertaking a teaching certificate – which is fantastic! Let’s use and share the knowledge gathered from the programme to enhance our lesson plans; improve our teaching; and become ever more reflective, thoughtful and brave teachers. Handing in of Assignments Please do not EVER accept work from students handed in to you for marking. There is a central system by which all work must be logged in and out to prevent students’ work going missing. In the past several key pieces of work have been lost which had been randomly handed to tutors in class, in bars and on the street!
Let’s always remember that the musicians on the courses are the reason we are all here. We set the standards, which are high, so do not feel inhibited if you need to remind students what professional expectations are. Student Behaviour in the Classroom You should not have to deal with bad attitude. If a student displays unacceptable behaviour in the classroom deal with it promptly and inform the student that they will need to see you at the end of the lesson. If the student does not heed these warnings then instruct them to leave the classroom and to report immediately to Angelique Smith or Karl Middleton or directly to the Principal If there is an on-going problem with discipline please inform Angelique and do not suffer the situation hoping ‘things will change’. You should also ensure that you send a concern note to your Head of Department letting them know what has happened. For extreme cases, meetings with the Principal, suspension and ultimately withdrawal can be actioned, in accordance with the disciplinary procedure. Please liaise closely with your Head of Department about this. It’s very important that you do not allow students to eat in class, walk out of class for any reason (unless they really have to…). It’s also important that you stop musicians playing when you’re talking and don’t let them talk over you. Keep the whole class attentive at all times – no noodling please! Student Problems If you become aware that a student is having personal problems that are affecting them in or out of college, please inform your Head of Department or Angelique Smith as soon as possible. Use a student referral form as this gives us a written record and will ensure a response. They will be encouraged to book a Pastoral Tutorial urgently and we will use the tutorial system to support them and refer them on where necessary. Students can suffer from an array of personal problems be it depression, addiction, loneliness, insomnia or anxiety about their studies. We take all of these problems very seriously. We have an on site counselor at BIMM, Trish Golding, and she is available for counselling every week of term time. Referral for counselling should be through Angelique Smith. Educational Inspections From time to time we will be subject to external inspection. BIMM Principal Vaseema Hamilton will provide you with information on what you will be assessed on and how the process will take place well before the inspection.
Please be aware that you may be observed at any time. Vaseema, Mark, Adam, your Head of Department or another member of the team will certainly perform a lesson observation once a term or so. Neill Thew, BIMMs Head of Teaching and Learning, will be working with all tutors over the year and will conduct regular observations and give feedback. You will always be given feed back after your observation in order to celebrate good practice and to support you to improve your teaching and learning and to maintain the highest possible standards. Starting lessons on time and setting appropriate standards of classroom behaviour is crucial. Students won’t change their habits just because of an inspection or an observation and we should strive to instill a level of professionalism at all times! Please note the following additional rules:
’ s PARTNER COLLEGES AND UNIVERSITY BIMM runs its courses in Brighton partnership with 2 colleges and 1 university. Central Sussex College is our partner for the Level 3 qualification (under 19s) and City College Brighton and Hove our partner for Level 2, Level 3 (over 19s) and Level 5 (over 19s). BIMM students have access to facilities (IT, Cafeteria etc) at Central Sussex (Level 3) and City College Brighton (Levels 2, 3 and 5). BIMM is accountable to these organisations and to OFSTED for its working practice and academic standards. Tutors and Students will meet representatives from the colleges at regular intervals and you may be asked to provide feedback on the courses and teaching directly. Student support is also available via our partner colleges – as mentioned above please use the referral system forms and see Angelique if you need to discuss referral for an individual student.
Overview The aim of the tutorial programme is to support every student to get the most out of their experience with us and to achieve at the highest level. The pattern of tutorials for Diploma and Professional Diploma students is set out below. If you are working with Mike Bowes on Level 2, or with Mark Irwin and the HE Team on Degree and Foundation Degree, they will brief you separately about any changes in the protocol for those students. Even if you are not directly involved with delivery of individual tutorials it is vital that you understand how the programme works and can encourage students to get the most from it. TERM 1 Induction Tutorials with key staff and tutors for all students These tutorials are designed to record each student’s academic level and to identify any issues they might have in terms of learning support. If you are conducting these you should also explore the student’s ambition and personal goals. During the session as a Tutor you must be guided by the Induction Review sheet and fill it in as you go along. This will then be passed on to Angelique Smith or Marie-Clare Price who will liaise with one of our educational partners in respect of additional Learning Support, where this is needed. Angelique Smith or Marie-Clare Price will add the Induction Review sheet to the students’ individual files. They will also schedule follow up meetings in week 1 where required, and extra tutorial slots in the following week for any latecomers or absentees. Weeks 2-9 Students request and book Career Action Planning Tutorials and Individual Pastoral Tutorials as required. Angelique Smith and her team will monitor uptake of these and chase those who do not take advantage of the CAP Programme. Where attendance, professional behaviour or punctuality is an issue students will be called to a Pastoral Tutorial with their Head of Department or Adam Bushell. TERM 2 Weeks 12-19 Students book or are booked for Career Action Planning or Pastoral Tutorials as in Term 1. TERM 3 Weeks 22-29 Students book or are booked for Career Action Planning or Pastoral Tutorials as in Term 1. Tutorial Programme for Diploma and Professional Diploma students If you are contributing to the Degree or FD Programme or to Level 2, the relevant Head of Department OR Course Leader will advise you about tutorials. After their induction one-to-one meetings students will have a continuing programme of tutorials, which will be based around FOUR distinct types of tutorial, each with a different purpose. Obviously there will be some overlap in practice but the system has been designed to ensure that both academic and pastoral needs are met and that students get the best advice from the right people throughout their course. 1. Career Action Planning One-to-one tutorials – these will be delivered by specialists to include Heads of Department, Senior Staff and selected guest tutors and their purpose is to:
Students will be encouraged to book these tutorials themselves by signing up to a publicised programme which gives the availability of tutors. Students will complete a Career Action Planning Tutorial Booking Form and hand this to reception who will then arrange a time slot. All tutorials will be recorded using the correct form which will then be returned to Angelique for filing and follow up where required. Angelique Smith will monitor the uptake of these tutorials and ensure that students who are not using the programme are chased and encouraged to book in. Heads of Department will also be alerted to this and all tutors should regularly remind students of the importance and unique opportunity of these sessions. 2. Pastoral Tutorials These deal with personal issues that may prevent students getting the best out of their course and will:
These tutorials will also be booked by the student by handing a form to reception. All forms will be passed on to Angelique Smith who will liaise with Adam Bushell to arrange appointments at the earliest opportunity. The majority of these tutorials will be delivered by Angelique Smith and Heads of Department who will make referrals as required. Heads of Department and the teaching team need to be alerted to students who indicate that they have personal issues, including regular lateness or poor attendance and encourage them to book in with Angelique Smith and her team in the first instance. Angelique Smith will also be monitoring attendance and punctuality through the register system and will call students to meet with her when problems arise. 3. Group Tutorials These will be held informally throughout the year and will provide an opportunity for briefing students about exams and other important events in the academic year. They will be held in large group sessions – such as Gig Prep and LPW. The purpose of these is to:
4. A&R Tutorials These are available throughout the year for bands, artists and musicians seeking advice relating to their own development. The A&R tutorial team has a strict remit regarding the type of advice given, to ensure students receive the best possible information. Tutorial Paperwork On the pages that follow you will find a set of the tutorial paperwork which includes booking forms and feedback forms that will be completed when a tutorial takes place. Correct completion of these forms is an essential part of or monitoring of the student experience and if you are involved in these please be certain that you complete the appropriate form and return the file copy to BIMM West Reception. Do not take any paperwork home.
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