Classroom Management Questions/Discussion

Classroom Management that Works

Rules and Procedures—Section Reflection

1. No. I would allow the class to help make the rules regardless of class size; however, it may be easier with a smaller group. A small group still has the potential to be just as unruly as a large group, so I think a lot of the rules and procedures would be the same.

2. Students may sign a contract stating they know and understand the rules and procedures. I may offer incentives for good behavior (extra points), and consequences for breaking rules (loss of points).

3. Develop an attention-getter, such as a rhythmic or melodic line for the class to mimic, and use it at the start of every class. Start with easy motives, and gradually make them more challenging throughout the year.

4. This seems elementary, but it could be done in the secondary level as well. Dismiss one row/section at a time. Student leaders choose section/individuals to line up. Use characteristics (green eyes, black shoes, brown hair, name starting with L, etc.) and allow students matching those characteristics to line up as they are called out.

5. Be fair, but firm. Let students help make the rules. Develop consequences for not following the rules. Secondary rules can be more specific or detailed. Elementary rules should be more general and easy to remember. Procedures, however, may need to be more specific and demonstrated to elementary students.

Discussion Group #2

All ensembles:

· Assign a student to take attendance. Choose a different student each week.

· Post order of pieces on board so students (particularly percussionists) can get their music in order.

Junior High Band:

· Students put instruments together and "noodle" or practice their music for a short period of time (no more than two minutes).

· Warm up with whole tone scale.

· Sightreading exercise.

· Put instruments away, assign student in each section to make sure their section is neat and orderly, folders put away, stands in proper place (in rows or in racks if it is a band and choir room).

· Return to seats and wait for bell. Dismiss by row or section. (Use as a tool for students to identify their instrument type--wind, woodwind, brass, reeds, double reeds, pitched percussion, battery percussion, soprano, alto, tenor, bass, etc.)

High School Band:

• Students put instruments together and "noodle" or practice their music for a short period of time (no more than two minutes).
• Warm up with whole tone scales and scales using varied articulations.
• Sightreading exercise.
• Put instruments away, section leader checks to make sure section is neat and orderly, folders put away, stands in proper place. Call on individuals if something is not put away properly.

· Return to seats and wait for bell. Dismiss by row/section.

Junior High Choir:

· Get folders from assigned slots along with any additional music that has been placed there.

· Sit in assigned seats.

· Attention-getter: Clap/sing rhythmic/melodic pattern and have students repeat. Use solfege for melodies.

· Warmups

· Sightreading on sofege with hands signs.

· Once songs become more familiar, have students (by section?) put folders away five minutes before the end of class and return to seats. Rehearse a song from memory until the bell rings. Dismiss by row or section.

High School Choir:

· Get folders from assigned slots along with any additional music that has been placed there.

· Sit in assigned seats.

· Attention-getter: Clap/sing rhythmic/melodic pattern and have students repeat. Use solfege for melodies. More complex patterns than junior high.

· Warmups

· Sightreading on sofege with hands signs.

· Once songs become more familiar, have students (by section?) put folders away five minutes before the end of class and return to seats. Rehearse a song from memory until the bell rings. Dismiss by row or section.

Teaching/Discipline

8. Why is discipline neither “strictness” nor “permissiveness” but related to cause and effect?

Discipline is based on an action occurring. If an inappropriate action occurs, discipline should take place. If no indiscretion occurs, there is no need for discipline.

10. How is worry (depression) reinforced?

Focusing on the problem itself is one way to reinforce worry. Another way is to listen to someone’s worry and then feel it with them. They don’t need someone to feel their pain with them, but rather, should have someone to just listen and help them if they need it. Again, focusing on the problem does not make it go away. Working to correct it can help.