Secondary Music
10-27-09
Kelsey Wilhelm

Chapter 4 Reflection Questions
· You might take this as a lesson idea and while they are working personally or in their groups you may slightly change the attention from themselves to you. You might first comment on the noise level of the classroom and then proceed to share interesting facts with the whale’s sounds, ect. Also, if it is something that is clearly causing a continuous problem you might separate the group or regroup students to ensure certain couples or groups of students aren’t the primary cause of classroom distraction.
· You must constantly remind yourself that your feelings are simply judgements and considering he is a good classroom performer you must accept his personal choices and treat him objectively. As long as there isn’t anything causing distraction or more disruptence in the classroom then he should receive equal respect as any other student you have no personal reactions to.
· Things to avoid: squinting eyes, making assumptions, derogative comments Things to do: Use calm and even voice, ask questions, look in eyes, maintain facial expressions. You would have to be very objective and remember that you are the adult and understand and know how to maintain your composure.
· Be empathetic. Let him know that you understand the situation but school is first and foremost. Let him know that maybe next time you will take into consideration the outside events of the schooling system and listen actively to what he has to say. There are times when teachers fail to recognize and remember what the busy student life is. Overall though, you must remind him that school is the primary event and without it, there would be no football team.
· *Remember your life as a college student and remember it’s not so bad now* Just kidding- But you must remember to take care of yourself. Make sure to set aside time to yourself. Eliminate wasteful time and prioritize your To-Do list. You must always have an escape plan from where you are at to maintain a good well-being.

Chapter 4 Questions

#6
You can usually get a general feel and understanding of what might be rewarding. It comes differently to all people but in general completing something is a reward in itself. To one student a star performance would be a reward, to another, simply getting on the stage and completing the piece would be a reward. You can usually predict what will work but in many instances- especially early- you will have to just try things. After experience, there will be a point when you can get to know students personalities and judge there on how things will pan out.
Rules are usually set based upon the teachers and institution standards. They are usually guildlines towards student and teacher behavior. They may be stated in broad ways on paper but can also be assumed on a lower level basis. Rules such as these, or ones that have not had problems arise, may come at an unexpected time. When these assumed rules are broken they must be handled delicately and in a way that complies with the assumptions and other rules created.
#7
I think in order to maintain a level of respect the teacher must not fail to hold composure in public when seen by a student. They must not let down their guard in a way that will make the student question their accreditation in class. They should always acknowledge the student outside of class and may do it in a more personalized way but in no instance should the student witness something that would hinder their education once back in the classroom.
#9
The teacher is advised to use Approval, Withholding Approval and Ignoring in controlling behavior. They must use these the most and stay consistent with them to create a good disciplinary and basic understanding of expectations. These are seen as “Positive approaches” but they are said to be much less damaging than using extreme disapproval and punishment.

Learning Activity 7 #2

#6
Students who are simply uninterested in school at a young age is very common. Most recognize their need to study and participate because they understand the concequences for failing classes and not understanding material. They understand they must have a basic understanding of the class and will need it to graduate. In some cases though, students know they have that understanding and prove it with exams but have lost the interest to participate because of boredom. Also, they feel they have little competition and might feel trapped in doing "busy-work" or work they don't need like the other students do- to further their understanding. When this happens the student must be reevaluated and placed in a new setting where appropriate goals and material can be taught. This will renew a feeling of education and the student will be challenged and leanring in new, better ways.