TEACHING STRATEGIES

For Engaging All Learners

DIRECT INSTRUCTION

I follow standard practices in general music classes and teach directly to students by modeling material and behavior and asking them to copy. This behavioral learning theory was classified by Albert Bandura and is quite effective for elementary music classrooms. Students will also be learning vicariously by observing their peers and the praise and corrections I give them, so that between their participation and what they see in others, they will know how to respond appropriately.

Source: Slavin, Robert. (2018). Educational Psychology (12th ed.). New York: Pearson.

ESTABLISHING EXPECTATIONS & ETIQUETTE

A set of rules is displayed on the board outlining respectful behavior. A seating chart is used. Students enter the room quietly at the beginning of class, sit on their assigned floor markers, and face the teacher. Students will be placed next to peers that will minimize temptation to be distracted. More talkative students will be seated closer to the teacher. During transitions between activities, I will signal students with a raised hand and expect students to also raise their hand, quiet down, and refocus attention.

Source: Class Observation with Cynthia Vong, Washington Elementary, Santa Barbara, CA

REFOCUS DESK

Students will be allowed to speak when called upon after first raising their hand. I will praise those who follow instructions. Students who talk out of turn will be ignored and if they are constantly disruptive, they will first receive a warning and the next time will be sent to the “Refocus Desk” to fill out a worksheet explaining why their behavior was inappropriate and disrespectful to the class. I will talk to them privately after class to make sure they understand what they have done and how they can do better.

Source: Class Observation with Cynthia Vong, Washington Elementary, Santa Barbara, CA

PRACTICE & DRILLS

"Practice makes perfect" is something we hear often in music. After I demonstrate material to the students, I have them copy and repeat it over and over in different ways and situations so that it's more likely to stick in their minds. Once certain concepts are more automatic, students can enjoy what they're doing and their attention can be directed toward other musical aspects.

Source: Burden, P. R., & Byrd, D. M. (2019). Methods for Effective Teaching (8th ed.). New York: Pearson.

UNIVERSAL DESIGN FOR LEARNING

The songs will be presented using auditory, visual, and kinesthetic components. Videos and other provided technology can help students relate to the songs and topics beforehand. Lyrics will be taught in both spoken and sung form with references to content-related posters and other whiteboard visuals. Students will use hands, arms, and body to represent certain words within songs. For example, they may be asked to imitate a dog or cat by bringing their arms in to the chest and relaxing their wrists like paws, or stretch their arms out wide when pretending to be a bird.

Source: Gordon, D., Meyer, A., & Rose, D. (2014). Universal Design for Learning: Theory and Practice. Wakefield, MA: CAST Professional Publishing.

DIFFERENTIATION

I am personalizing the learning experience by adapting to the needs and levels of each student on a day-to-day basis. It is easy to implement by having some kids dance or incorporate more kinesthetics into their singing, another more rhythmically advanced group play on xylophones, and another group stay huddled in the middle to sing songs without having to multitask by doing something else. The groups may change with each new song and activity.

Source: Class observation with Devon Nelson, Harding Elementary, Santa Barbara, CA

COMBAT LOW EXPECTATIONS

There are assumptions made, based on historical trends, that certain styles of music are more suited to particular cultures. For example, maybe Asians and Europeans do well with classical music, Americans with pop music, and Latinos with dance and folk music. I want to see past those tendencies and enable all students to succeed in whatever kind of music resonates with them. This means being attuned to their confidence and giving encouragement if it dips.