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My ideal first day: Elementary Music

5/9/2018

Routine: I think that the first day in music class, as in every classroom, is important for setting the tone for the year. For example: how to enter and exit the room, classroom jobs, talking levels, expectations for behavior, and consequences for lapses.

Recognition: This is the day to begin acquainting myself with the students, and setting a precedent for the class. Depending on how many days we meet a week, I would want to do some sort of musical game that helps us learn one another's names. Elementary level music, there are usually so many students, I would want name tags of some type for the first weeks. Lanyards with protected name cards would take some time for me to create. However, they would be the most durable, and reusable. I could hang them next to the door, or have the classroom teacher distribute them before they arrive.

Rest: In addition to where their class name tags are located, I would love to have a designated area, such as a rug, which defines where they are to sit. Elementary students work well seated in a circle. Older (5-6th grades) may have risers work better for them. Classroom management is partly controlling where their bodies are, especially with all the movement activities inherent in music class. Having a well-defined space is a great boon to maintaining this classroom management.

Students should feel safe in all classrooms, but music classes have an inherent vulnerability through personal expression by individual students. Knowing how, where, and what is okay, where the boundaries are, is very advantageous for elementary age children. Allowing all to feel free to share freely without ridicule is very important to the feeling of safety.

I see Elementary Music having three main purposes:

1) Activities which teach musical concepts such as high/low, loud/soft, fast/slow. Rhythm, Melody, and Expression.

2) Activities which enhance motor skills: small motor with finger play to large motor with dance/movement. A pattern of movement related to the musical lyrics or styles would is included in this purpose.

3) Activities which enhance cognitive and reading skills: tracking left to right, alphabet identification, and crossing the midline, or marching, all have been proven to help kids learn in ALL classes! cross training.article 1, also See this study for details 2, cognitive and attention endurance 3

Above all, music should be FUN! I recall being a guest teacher in an elementary school in the area. When I reminded the students that it was "music specials" day, they all groaned and said they hated music class. Curious, I lurked outside of the classroom to find that berating, lecturing, and interrupting songs for corrections encapsulated much of the class time! What a loss of opportunity! How sad for me to observe the 'why' behind their reaction. I resolved to avoid this sort of evaluation by the students in my lessons or music classes!

Thoughts? What is your best music memory? Worst? How has this reflection impacted your current view of the value of music education?

Looking forward to your memories and thoughts!
Karen Yonkers

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My First Day: Band

5/2/2018

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Some ideas I have for classroom management in 6-12 grade band program:
see also my webpage from when I taught MS band at Innocademy: click here

1) Getting to know student name strategy: Band or orchestra, when they have stands, I would have the students put their name on a sheet of paper, then hang it over the stand so I could see their names. This would be kept in their folders, and used the first few weeks until I know their names. I feel one of the largest parts of managing a classroom is being able to use the students' names as soon as possible. It also helps build relationships, another vital part of classroom atmosphere.

2) Setting classroom rules: First impressions, setting precedents: these elements management are of utmost importance. First, I would ask students what good rules they have had, or could suggest. It could be informal, verbal discussion/brainstorming, OR I could supply a survey/suggestion box type of intake. I would want students to feel a sense of empowerment and ownership, so that the rules are not just arbitrary rules handed down by myself. That being said there are some "non-negotiable" rules I would put forth.

3) Non-negotiables: RESPECT, PERSEVERANCE, EXPECTATIONS.

RESPECT: show respect to the teacher by listening with eyes/ears,
show respect to other students by taking turns, being kind, and the band program/school by caring for classroom and instruments.

PERSEVERANCE: every student should give 100% every day to the band team, to their section, and to their own learning with commitment, participation and effort in class.

EXPECTATIONS: there will be high expectations for all to practice a minimum amount on specific parts of music, scales, etc. Further, expectation is to attend performances in proper attire. Additionally, expectation to complete assignments at the highest standard. The expectation of daily participation, of having instrument, music, notebook, and pencil at the beginning of each class period is likewise upheld. Moreover, playing assessments both in class, and outside class (via recordings) will be expected. Conjointly, teacher is expected to provide feedback to help each student progress and learn how to play their instrument with good tone and technique,

4) CLASSROOM DUTIES: to further foster both independence and ownership, students will be assigned jobs on a rotating basis. Some ideas:
attendance: (although I would do this for the first 4-6 weeks, until I know all names very well)
time keeper: giving rehearsal times as instructed by the teacher to help keep rehearsal time on task and on time.
music librarian: to find and make copies, help sort music
apprentice conductors: students learn to conduct warm up exercises, using tuners, conducting patterns, etc. They could be called upon to lead when teacher is called to phone, has to help with instrument repair, and so on. Also could be substitute helper when teacher has to be gone. If there is a marching band, drum majors could be used in this role as well.
section leaders: to lead sectionals.
paper passers: to hand out and collect music, assignments, etc.
pencil sharpener: to sharpen all teacher pencils at beginning of class.
Set up: students who will be in charge of assuring that the proper stand and chair configurations are prepared for class.
Clean up: students who will be in charge of stacking chairs or placing stands in racks after rehearsals as needed.
Other ideas may occur to me as the situation arises. The last two here could also be rotated by sections: i.e. clarinets, trombones.

Finally, Having a clear, predictable routine every day helps keep students stay engaged and be familiar with what they need to do. For example, having itinerary displayed, tuner available, music sorted, copied and ready to go, room set up as much as possible according to individual building/schedule adaptations, helps get things off to a productive start every day.

A well managed classroom begins with clear expectations, consequences, and opportunities for family building and bonding experiences so essential to performing ensembles. Having the rehearsal plan in a visual, either on projector or board as available will also get the session off to a good start!

Thanks for reading. Any ideas you have for setting up expectations, classroom management which has worked (or not) for you, questions or comments welcome!
Musically Yours,
Karen Yonkers

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Welcome!

4/25/2018

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Finishing my Internship!

One of the most discussed topics both in my internship placements, and with my Calvin College mentor and classmates of the seminar class:

Classroom Management!

I am hoping that readers will feel free to contribute both scenario questions and solutions/tips regarding classroom management.

My question for today: What is the ONE thing that you would have liked to know before your first teaching job?

Thanks for reading!
Enjoy the Spring!
Karen M. Yonkers

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KAREN M. YONKERS

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My ideal first day: Elementary Music

My First Day: Band

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