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我們明白取消考試對考生的影響重大,我們一直致力尋求解決方法,以確保考生能儘早獲得相關資格。

 

但是,根據官方和地方政府就新型冠狀病毒病的建議,我們已決定取消澳門的所有術科考試,直至另行通知。此決定將影響已報考2020術科等級考試、文憑考試、合唱和合奏考試的所有考生,但目前不影響樂理考試。基於此決定,我們將為所有已報考術科考試的考生辦理100全數退款。我們的代表處將在適當時候提供進一步的指導。

 

對於取消考試對老師和考生造成的影響,我們感到抱歉,同時感謝各位在此艱難時期對我們的諒解和支持。我們會繼續檢視什麼時候可以再次在澳門再次舉行即場考核的術科考試。

 

我們全新以演奏為重點的遠程評估等級考試 將為考生在這非常時期,提供了另一種可以向前邁進的途徑。這個以演奏為重點的考試,無論在考試要求、資格認可和價值各方面,均等同於我們的術科等級考試。兩個考試的曲目和考綱相同,評估標準和質量保證準則一致,並且均由曾接受嚴格訓練的考官進行評估。這全新的考試預計將在今年年底以前,開放予澳門考生報名,他們從即時起可開始為考試進行錄影。請瀏覽我們網頁查閱更多有關考試的資訊

How teachers can build and maintain a good relationship with the parents

8 months ago
Charlotte Tomlinson

Charlotte Tomlinson

Charlotte Tomlinson is an internationally renowned Performance Coach with an expertise in moving musicians through issues with performance anxiety & physical tension.

How teachers can build and maintain a good relationship with the parents

It is very easy as a teacher to make assumptions about what you consider to be important in teaching a pupil but without clarifying them with the parent. It can help hugely to be aware of these assumptions, so you can begin effectively managing your expectations at the start of the relationship with the parent. Here are some questions you could ask yourself to start clarifying your priorities as a teacher and what your teaching philosophy is.

What is your teaching philosophy?

Are you a teacher who feels it’s a priority to serve the pupil? Are you a teacher who knows what is right for the pupil and strictly adheres to this? Or do you believe in serving the individual to the extent that you don’t always agree with these? Or is it a mix of all of them? There’s no right or wrong answer, but you should be aware of your opinion on these questions.

What are your basic working parameters?

What is your policy around practice, exams, improvising, the child’s expectations of lessons?

What role do you expect the parent to play? Do you expect them to practise with the child every day? Are you happy for them to sit in the lesson or would you prefer them not to sit in the lesson? Are you happy for them to be involved in the details of the lessons, such as choosing repertoire or deciding when the pupil takes an exam? Or would you prefer them to be hands off? How do your answers to these questions change when teaching older students who are more independent?

What are your boundaries for a pupil?

Do you believe, for example, that you should not discuss the pupil with the parent without the pupil’s permission? If so, then the parent needs to be clear about this.

What do you feel about discussing a pupil’s progress and welfare?

If you feel this can’t take place during the lesson because of time and confidentiality, then do you want that extra time to be chargeable or are you happy to give this time free? Extra time talking on the phone to a parent about a pupil can be exhausting and draining for the teacher so this is worth bearing in mind.

Clarifying and managing expectations can make a huge difference to a teacher-parent relationship and that has a positive knock-on effect on the child’s learning experience. Issues will happen throughout the pupils’ learning journey with you, so they will need to be managed. By asking the questions and keeping the communication channels open you give your relationship with them the best possible chance.

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