Classroom Management for Music Teachers -...

Classroom Management for Music TeachersA New PhilosophyDr. Johnathan Vest

TNMEA 2013

Monday, April 15, 13

Control v. Motivation

We CANNOT control our students, any more than we can control the weather. What we can do, is give our students a REASON to do what we want them to do.


Research and Classroom Management

Kertz-Welzel (2009) states that 6,000 music teachers quit their job every year, and 40% of them list job dissatisfaction as the main reason they quit.

Duke (2009) says, referring to music teacher attrition, that “near the top of the list is their inability to motivate and control the behavior of their students.” (p. 172-173).

Study after study shows that teachers in all subject matters leave the teaching profession primarily because of classroom management; or in the teacher’s words, “The students won’t behave.”

60% of teachers leaving the profession did so due to dissatisfaction with several elements of their job,


What is classroom management?

Classroom management may be defined as:

The systematic combination of classroom procedures, student-teacher relationships rooted in mutual respect, and effective, engaging, student-centered teaching based on current


What about discipline?

Discipline is what becomes necessary when your classroom management fails.


So it’s all my fault?Reasons for classroom management failure:

o Teaching/learning environment is sub par or not engaging

o Something is going on with the student(s) that is out of your control (family/home life, health, academic problems, problems with peers)

o Procedures are faulty/not working


Steps to creating a well-managed class

First, remember that

Every child deserves a safe learning environment in which they can succeed

Every teacher deserves a safe learning environment in which they can help students succeed (This means you!!)


Key points to remember when thinking about classroom

Understand that how kids are raised at home impacts the way they will behave in your classroom.

School is a middle-class environment (Payne, 2005.) If your student population isn’t predominately middle class, then there are going to be issues with behavior expectations.

These differences may alter the way you deal with certain behaviors.


PROCEDURESWithout procedures, you don’t manage the class. The students do.

Stability and consistency of procedures helps give EVERYONE an equal chance of success.


PROCEDURESThere are certain procedures that every music class MUST have in order for things to run smoothly. These include:

Coming into class

Getting your horn/music

Sitting down

Getting on the risers


Procedures (cont’d)Asking a question

Getting quiet

Going to the restroom

Putting horns/music away

Lining up, leaving classo Getting students’ attention


PRACTICE, PRACTICE, PRACTICE

Practice every procedure until everyone is on board. (You will be SO glad you did this later.)

Reinforce and “re-learn” the procedures when necessary (after long breaks, concerts, field trips)


“Attitude” Procedureso Use instead of “Rules”

State them positively

General statements like “Treat others like you want to be treated” can cover a myriad of behaviors


Procedures to follow when procedures are not followed Decide what your limit will be and stick to that.

Have a step-by-step process and follow it. (i.e. warning, remove student from activity, then call home.) Keep accurate records, including a behavior file on each student.

Handle as much in house as you can. Only involve the administration when necessary (fights, or other zero tolerance behaviors.)

Mama don’t play

Make 2 “good” phone calls home every Friday


Teacher PersonalitySome teachers demand that their voice be heard. Other teachers have a voice that demands to be heard.

Some teachers demand that their voice be heard. Other teachers have a voice that demands to be heard.

Understand the difference?


Teacher PersonalityHow would you describe yourself?

o Outgoing or reserved?

o High-strung or laid back?

o Loud or quiet?

o Measured and thoughtful or impulsive?


Teacher PersonalityEstablish the right TONE.

o Too wooden

o Too harsh

o Too “friendly”


Teacher PersonalityThe most important personality trait you need to have to be a successful teacher is:

A SENSE OF HUMOR!

When you display your sense of humor, you:

1. Display your humanity

2. Show you don’t take yourself too seriously

Use sarcasm sparingly, and rarely with younger


What and How We Teacho Robert Duke (2009) notes that there is much

more agreement of what constitutes bad teaching, than on what constitutes good teaching.

o What you teach and HOW you teach it will directly affect your classroom management.

o When students are not engaged in class, the first question a teacher should ask is, “What could I be doing better?”


Curriculum DeliveryEye Contact

Facial Expressions

Gestures

Clarity and speed of speech

PROXIMITY TO STUDENTS (Even in band and choir!!)

Conducting style


PlanningMany behavior problems can be avoided by being adequately prepared:

o Make sure all electronic equipment is in working order and is cued up and ready to go.

o Have all other materials (pencils, papers, recorders, folders) in their proper place before class begins.

o KNOW your music and your lesson!


Curricular Contento Material too challenging (frustrated students)o Material not challenging enough (bored students)

Your lesson plans should target the student’s Zone of Proximal Development (ZPD)—Vygotsky—and provide enough scaffolding to meet the needs of students.

Practice sequential teaching patterns (Price & Yarbrough, 1993.) o Musical Directiono Student Performanceo Accurate and specific feedback (Do not overpraise.


3 R’s of an effective curriculum

Rigor

Relevance

Relationship

(Dr. Jesse Register, MNPS)


STUDENT/TEACHER RELATIONSHIPS

The key to successful relationships with students

is MUTUAL RESPECT.


STUDENT/TEACHER RELATIONSHIPS

How to gain the respect of students:

1. Show a genuine interest in them—their likes, dislikes, even their music.

2. Ensure that your teaching is engaging and pedagogically appropriate

3. Speak to them only in a tone/manner that you want to be spoken to.

4. Laugh!


Final thoughtsBe as consistent as you possibly can.

Depending on the child, you may have to handle some situations differently.

Don’t make a habit of yelling. Just stick to the procedure and be as unemotional as you can (especially with older students.)

As you build relationships with the students, classroom management will get easier. Don’t give up!


Classroom Management for Music Teachers -...

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