TEACHING PERSPECTIVES INVENTORY (TPI) and FLIPPED CLASSROOM 

My dominant teaching perspective was Nurturing, and followed by Transmission and Apprenticeship. Over 10 years in teaching music for young children, the fact that I have shifted my perspective from Transmission and Apprenticeship into Nurturing did not really surprise me. Most of my classes were 1-1 model. I had chance to talk and understand my students individually. Then, I offered them a customized learning process. I still had to master my field and represent the content accurately, which belonged to Transmission perspective. I proposed my students very specific tasks, based on their zone of development, which based on Apprenticeship perspective. After all, I tried to encourage them to overcome learning difficulties, support their self-esteem and self-confidence. Prior to any musical performance, I always told them that its not a big deal if they cannot play smoothly; however, the most important thing is that they have courage to perform in big stage in front of many people.

In regard to flipped classroom, I am convinced that it is worth to try. It motivates students’ autonomy when they need to arrange their schedule to prepare for the class. It also facilitates interaction, communication, and discussion between them with their teachers and their peers. From connectivism’s lens, that is the way knowledge is created. However, to integrate flipped classroom into the program, teachers have to spend more time to build up their pre-recorded lectures and they need to have some basic technological skills. Same to students, it takes time for them to adjust to new method, adopt new technology skills. It also requires good internet connection and decent accessibility of digital devices and facilities.

Sincerely,

Kate