Exam Behaviour

Jill Knight looks at how an awareness of exam procedure and correct behaviour can help your students

We all think that we know how to behave and as teachers we know how our students behave in the classroom, but are we sure we know how they will behave in an exam and does it matter?

Young children in particular may be unpredictable in an exam situation and it is therefore very important that they have rehearsed for the occasion as well as practicing their technique and dance performance. If sections require candidates to perform exercises or sequences consecutively they need to have rehearsed this prior to the exam.

A young dancer performing an exercise on their own can easily become distracted by a fellow candidate who is jumping around, fidgeting or chatting and this may result in candidates not achieving their full potential. As teachers we should all make sure that our students know that they should stand still and not talk to each other, that they have practiced their entrance into the exam room and are able to say good morning or good afternoon, because if a student is secure in these, sometimes forgotten, matters of behaviour they are a more confident candidate and are more likely to perform to their best ability.

Dance gives children the opportunity to learn and practice a range of key skills such as working with others, taking turns and respecting fellow students, which should be evident in the exam room.

Students who are well rehearsed in exam procedure and treat their exams as a special occasion and are therefore on their ‘best behaviour’ usually enjoy the exam so yes, good exam behaviour does matter.

Jill Knight
On behalf of the Theatre Faculties’ Board