Improving Classroom Management Issues by Building Connections with Families: Part 1

2019 ◽  
Vol 33 (3) ◽  
pp. 36-39
Author(s):  
Tiger Robison
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
Music Teachers ◽  
Early Career ◽  
Experienced Teachers ◽  
General Music ◽  
Elementary General Music ◽  
Meaningful Connections ◽  
Management Issues

Experienced teachers often know the value of partnering with students’ families to help students gain the most out of their time in school. Elementary general music teachers occupy a unique place in this triangle among students, families, and teachers because, unlike their other elementary school colleagues, they often see hundreds of students each week, year after year. Such circumstances can lead early-career general music teachers to feel overwhelmed about making connections with families. This column, the fifth in a series about classroom management and the first of several about the particular topic of students’ families, contains three techniques for making meaningful connections with students’ families and its benefits toward preventing classroom management issues.

Novice and Experienced Elementary General Music Teachers’ Classroom Management Self-Efficacy

2020 ◽  
pp. 105708372098046
Author(s):  
Jennifer L. Potter
Keyword(s):  
Music Education ◽  
Classroom Management ◽  
Self Efficacy ◽  
Music Teachers ◽  
Management Strategies ◽  
School Setting ◽  
Teaching Experience ◽  
General Music ◽  
Survey Participant ◽  
Elementary General Music

The purpose of this study was to investigate elementary general music teachers’ classroom management self-efficacy. Targeted participants were novice and experienced elementary general music teachers teaching in urban, suburban, and rural/small town settings who received a survey disseminated through the National Association for Music Education. Survey participant data were analyzed using analysis of variance and analytic induction. Teaching experience had a significant effect on classroom management efficacy, while school setting did not. Themes that emerged from the analysis of responses to open-ended questions included adapting and implementing classroom management strategies, consistency, parental involvement, students’ home environments, and teacher expectations. Implications are also presented that relate to general music teachers’ self-efficacy.

Elementary General Music Teachers’ Preparation in Classroom Management

2021 ◽  
pp. 105708372110621
Author(s):  
Jennifer Potter Gee
Keyword(s):  
Music Education ◽  
Classroom Management ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
General Music ◽  
Course Content ◽  
Elementary General Music ◽  
Management Preparation

The purpose of this study was to examine elementary general music teachers’ classroom management preparation within music teacher education programs. Participants ( N = 341) were active elementary general music teachers as identified by the National Association for Music Education (NAfME). Descriptive data included frequencies, percentages, and cross-tabulations. The most frequently reported sources of classroom management preparation were mentoring from a licensed teacher and supervised fieldwork, while creating classroom rules and expectations and teaching procedures were the most frequent examples of within-course content. Participants were most satisfied with their preparation received through licensed teacher mentoring and supervised fieldwork. Implications for music teacher educators are presented.

Characteristics of Early Childhood and Elementary General Music Methods Coursework for Preservice Music Teachers

2021 ◽  
pp. 105708372110245
Author(s):  
Karen Salvador ◽  
Mara E. Culp
Keyword(s):  
Early Childhood ◽  
Teacher Candidates ◽  
Music Teachers ◽  
Music Educators ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
General Music ◽  
Music Teacher Education ◽  
Music Methods ◽  
Elementary General Music

Although many music teacher candidates begin university studies planning to teach secondary ensembles, most will ultimately be certified to teach younger children and may be called to do so. The purpose of this study was to examine how music teacher education programs prepare preservice music educators to teach music to children from birth through elementary school through coursework. We emailed survey invitations to representatives from 512 institutions accredited by the National Association of Schools of Music to prepare music educators. We received 134 usable responses (response rate = 26%). Nearly all respondents offered elementary general music methods (EGMM), and over three quarters required EGMM for all students in initial licensure programs. Only about one in ten responding institutions offered early childhood music methods (ECMM). We describe findings on EGMM and ECMM course structures, content, and materials as well as the employment status, degree background, and other qualifications of the person who typically taught this coursework

Elementary General Music Performances and Teachers’ Perceptions of Stress

2021 ◽  
pp. 875512332110104
Author(s):  
Jennifer Potter
Keyword(s):  
Time Management ◽  
Music Teachers ◽  
Management Control ◽  
Elementary Music ◽  
General Music ◽  
Teachers Perceptions ◽  
Time Control ◽  
Elementary General Music ◽  
And Performance ◽  
The Impact

The purpose of investigation was to examine the perceptions of elementary music teachers concerning the preparation of elementary music performances and the impact on their perceived stress. Participants were practicing elementary general music teachers ( N = 3) representing three different elementary schools from a metropolitan area in the Midwest. All participants were interviewed twice over a period of two months via Zoom. Data were analyzed through an open coding process (Gibbs, 2007), which yielded three themes: time management, control, and isolation. Facets of time management included strategic planning, organizational techniques, and instructional time; control concerned scheduling, repertoire selection, equipment, and performance venues; and isolation pertained to relationships with colleagues and administrators and an overwhelming amount of responsibility. These findings indicate the importance of acknowledging various stressors affecting music educators and how those might positively and negatively affect teachers and students.

Integrating Social-Emotional Learning Into Our “New Normal” Teaching Elementary General Music

2020 ◽  
pp. 104837132096137
Author(s):  
Taryn Raschdorf ◽  
Brittany Nixon May ◽  
Amie Searcy
Keyword(s):  
Music Teachers ◽  
Social Emotional Learning ◽  
Music Educators ◽  
Emotional Learning ◽  
General Music ◽  
Music Curriculum ◽  
Social Emotional ◽  
Building Relationships ◽  
Music Classroom ◽  
Elementary General Music

As social-emotional learning (SEL) initiatives are being adopted by many states and school districts, many music teachers have been actively and successfully integrating SEL into their elementary general music curriculum. Whether teaching in person or remotely music educators can create an environment conducive to SEL by practicing mindfulness, building relationships with and between students, encouraging family music engagement, and engaging in inclusive music activities. In this column, you will find resources and ideas about SEL, discover how it looks and functions in the music classroom (virtual or not), and hear from music educators who currently incorporate SEL in their teaching.

“Anything Is Better than Nothing!” Inservice Teacher Preparation for Teaching Students with Disabilities

2019 ◽  
Vol 29 (3) ◽  
pp. 77-90
Author(s):  
Rachel Grimsby
Keyword(s):  
Students With Disabilities ◽  
Music Teachers ◽  
Assistive Technologies ◽  
Elementary Music ◽  
General Music ◽  
Education Professionals ◽  
Instrumental Case Study ◽  
Preservice Preparation ◽  
Special Education Professionals ◽  
Elementary General Music

The purpose of this instrumental case study was to examine three elementary music teacher’s perceptions of preparation to work with students with disabilities. Research questions included the following: How do elementary general music teachers define preparedness for working with students with disabilities? What challenges do elementary general music teachers face in their work with students with disabilities? What resources do general music teachers identify as helpful? Based on major themes that emerged from the analysis, I concluded general music teachers need more preservice preparation and ongoing professional development focused on students with disabilities, more time to collaborate with special education professionals, more consistent communications and recommendations about how to work with students who have disabilities, and access to assistive technologies.

Classroom Management Through Student Choice and Democratic Practices: Part 1

2020 ◽  
pp. 104837132093772
Author(s):  
Tiger Robison
Keyword(s):  
Classroom Management ◽  
Student Choice ◽  
General Music ◽  
Democratic Practices ◽  
Management Techniques ◽  
Elementary General Music ◽  
Teacher Centered

Employing student choice and democratic practices are pillars of modern classroom management in a variety of settings, including elementary general music spaces. However, as curricula become larger and instructional times become shorter, there is a perhaps a temptation to resort to more teacher-centered management techniques in the perceived interest of saving time. This column, the seventh in a series about classroom management and the first of several about the particular topic of student choice and democratic practices, contains several techniques for teachers who are ready to cede some control of their classrooms at first in exchange for classrooms in which students perhaps feel more invested and help manage more autonomously. Specific techniques include preparing multiple activities to help teach a concept and establishing procedures for class choices of activities.

Overcoming the Octave Displacement: Vocal Modeling Strategies for Male Elementary General Music Teachers

2018 ◽  
Vol 31 (3) ◽  
pp. 66-72
Author(s):  
Tiger Robison
Keyword(s):  
Music Teachers ◽  
Cognitive Strategies ◽  
Music Teacher ◽  
General Music ◽  
Singing Voice ◽  
Vocal Health ◽  
Elementary General Music ◽  
Instrumental Accompaniment ◽  
Vocal Modeling

The purpose of this article is to address the issue that children’s natural singing voices and pitch perception are in a treble range, and a male elementary general music teacher’s natural singing voice is an octave below. There are many strategies to overcome this significant but manageable obstacle in daily teaching, including monitoring of vocal health, use of instrumental accompaniment, encouragement of student vocal modeling, specific vocal exercises and cues, and cognitive strategies to help students discern between child and adult voices. Specific games, prompts, and rubrics are also included in this article to help guide any male elementary general music teacher to the most appropriate long-term vocal modeling solutions.

Sign in / Sign up

Export Citation Format

Share Document