Classroom Management and the Instrumental Music Classroom

1991 WordsJun 22, 20188 Pages
What comes to mind when you hear the words “classroom management”? Many people think of a school classroom in utter chaos: students socializing during work time, projectiles flying across the room, a fight breaking out in the corner, and a helpless teacher wondering, “where did I go wrong?”. Eggen and Kauchak (2007) cite classroom management as the primary concern of preservice teachers (p. 369), and I am no exception to this citation. I am very excited to teach in a classroom someday, but confess my concern that students will not behave or listen. This paper, therefore, seeks to further explore the concepts of classroom management, with an emphasis on challenges specific to the instrumental music (band) classroom. Classroom…show more content…
The private lesson time is as critical a part of creating a personal, positive classroom climate as it is a part of assessment. These times become valuable for speaking to each student one-on-one, providing an opportunity for band teachers to get to know a student personally. This opportunity should be used wisely; meeting regularly with individual students is not a characteristic part of other disciplines. Another factor in creating a positive classroom environment is providing feelings of safety: learners should feel physically and emotionally secure (Eggen & Kauchak, 2007, p. 348). This becomes a particular challenge in the band room. Often the aspect of solo performance is “scary” to students, and they feel vulnerable in the classroom when asked to play a solo or demonstrate a passage alone. The teacher can take several measures to foster emotional security in the classroom while developing performance skills. Demonstration of caring is one step. Another is an explicit emphasis on the class as being a “haven of creativity” (Musco, 2008, para. 7), with an emphasis on process instead of results. Taking away the importance of perfection makes it “okay” to make mistakes as part of learning. Frequent performance opportunities and teaching solo-related skills such as improvisation can lead to increased confidence, as well. Finally, scaffolding can also be employed: for example, having the clarinet section play a passage together, then two
Open Document