My First Day: Band

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
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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!
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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