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Introduction I believe the goals of the public education system should be: 1.

To provide a safe and respectful environment for learning. 2. To give everyone equal opportunity to learn. 3. To prepare students for life-long learning. 4. To help students develop skills that will help them continue to be successful after leaving school. I believe these elements are critical in the development of the classroom culture and environment: 1. A comfortable physical environment in the classroom that is conducive to working. (Lighting, colour of walls, posters, etc.) 2. A respectful environment mutual respect among students, between the students and the teacher, and between the students and their environment. 3. 4. Collaboration with students in developing classroom expectations. Routines and procedures that allow the class to run smoothly and efficiently.

Examples of undesirable student behaviours: 1. Talking or moving around while teaching is occurring This is very distracting for both the teacher and the students. It disrupts learning for everyone, and shows disrespect. 2. Needy students Students who are overly dependent consume time the teacher could be spending with other students who may also need assistance. This behaviour is harmful to the individual student as well, because they do not learn to become independent and cannot accomplish anything without someone else walking them through it. 3. Attention seeking Students who act out to receive attention can be very disruptive. However, reacting to these disruptions may simply increase the behavior. It can be difficult at times to avoid giving them the attention they are seeking. Classroom management vs. Classroom discipline: Classroom management involves a plan to address all your students in a variety of circumstances. Discipline is more individualized and often used for specific circumstances. Both have the common goal of maintaining order and respect in the classroom.

Implementation Classroom arrangement: 1. Seating Seating plans are difficult in the band classroom because students are generally seated according to instrumentation. If possible, I would try to have students that are strong players

with a good work ethic spread out around the room to act as a model for those around them. I would also keep the percussion section as close to the rest of the band as possible, and try to have a good visual of all the percussionists at all times. It is essential to keep an eye on this section as they are always at the back of the band, often hiding behind a wall of various drums and mallet instruments. Additionally, they sometimes may not get to play as often as some other sections which can potentially lead to boredom.

2. Space I would want to set up the room in such a way that there is enough space to be able to walk around the band, rather than being trapped at the front of the room on the podium. Walking around the room when Im not conducting can help keep the class from getting monotonous and will help keep students attentive. It is also beneficial to be able to walk over to certain sections or students if I want to work with them or if they need help.

3. Storage Storage space for instruments, equipment, music stands, etc., should be out of the way to eliminate clutter and distractions in the room. This also aids in allowing me to move around the classroom when necessary. However, the storage space must also be easily accessible for students when they set up at the beginning of class. Students must be able to set up quickly and efficiently without having traffic jams or wasting time.

4. Posters Posters on the walls help brighten up a room and make the space more stimulating for learning. However, they cannot be over the top or they may distract students in class. I would like to have posters with relevant information to the class such as musical terms, or information on composers and famous musicians, so if students have stopped paying attention in class and are staring at the wall, they may still learn something by looking at these posters. For beginner musicians, I would be more likely to use posters with basic information such as note names and rhythmic values. This can also help with time management as students can use these for reference if they forget something, rather than asking me every time and taking time away from the class.

Procedures: No return trips to lockers for forgotten music or supplies. Students know what to bring to class so there are no excuses. If a student forgets their music, there are usually extra copies or they can

share with someone who plays the same part. There will be extra pencils kept in the room that students may borrow in the event that they forget their own. Stay seated while teaching or full-band rehearsing is occurring. Throwing out garbage or sharpening pencils can wait until later. Only one person can leave the room at a time to go to the washroom or get a drink of water. Permission must be asked first so I have all students accounted for. Any assignments or forms are to be handed in at the beginning of class, within the first five minutes. Set up begins immediately upon entering class. Setting up/tuning/warming up an instrument should not take a large portion of the class. If possible, come early to set up. Set up includes getting your instrument, music stand, and tuning.

Opening routine for a grade 11 band class: Upon entering the classroom, grab a music stand and bring it to your assigned seat. The order of pieces and activities will be written on the board, so get all necessary music in order. (1 minute) Retrieve and set up instrument. (2 minutes) Individual warm up. Students may warm up individually on their instruments however they wish. (3-4 minutes) Tune instrument. At this level, students are capable of tuning their instrument on their own. If a student wishes to use a digital tuner for reference, classroom tuners are available at the front of the room. They must be returned to their place after use. Students will tune individually first, then together as a section. (4 minutes) During this time, percussionists can continue setting up their instruments. Set up for this section often takes longer than others, and since they do not have to tune, they can use this time to finish.

Verbal and Non-verbal Interventions: Both verbal and non-verbal interventions are used in classroom management, but it is generally preferable to use non-verbal actions when possible as they are less likely to draw attention to a problem and disrupt the class. Non-verbal: Changing pace of activities: It can be tempting to spend all class rehearsing that piece the students need to perform, but students will burn out and disengage if too much time is spent on one thing. Additionally, using time in this way is not the most educational for the students. I would limit the

amount of time I allocate to each song or activity, and if students are becoming restless or showing other signs of boredom, I may change activities earlier than originally planned. Boosting interest for an off-task student: If there is a particular student that is consistently off-task, one way to get them attentive and participating is class is to stimulate their interest. Building personal relationships is one way to accomplish this if you take an interest in getting to know the student, they are more likely to make more of an effort in your class. Selecting some repertoire based on what they would enjoy playing is also a possibility, and may result in increased desire to participate in the rehearsal. Removing distracting objects: Instruments can be quite distracting for students, and it is tempting for them to play with them even when they are not supposed to. It can be a good idea to have students put down their instruments where they wont be tempted to touch them during activities that do not require them to play. Verbal: Verbal warning: If a student continues to behave disruptively after non-verbal interventions were used, a quick verbal warning may stop their behaviour. A simple could you please stop that, its inappropriate, is all some students need. Private conference: Sometimes I may step outside to have a quick word with a disruptive student. Keeping it private is much less disruptive, as well as less demeaning to the student, than doing it in front of the class. Ideally this could be done after class, but if it is necessary to have this conference during class time, I would also leave the rest of the students with instructions to keep them on task. For example: Practice section B while I am gone I want to hear it as soon as I return. Focus on behaviour: Pointing out a students inappropriate behaviour is more effective than focusing on the student. The student is less likely to feel personally attacked this way.

Classroom Expectations: a) 1 Come to class prepared. Always have your music, instrument, pencil, and anything else needed. 2 Respect your classmates, your teacher, and your instrument. 3 Participation is always expected. 4 No food or drink in the classroom (except water).

How to introduce/implement them:

b) 1 I would state this expectation at the beginning of the year. Students know what they need for class and there is no excuse to not be prepared. If there are certain pieces or activities that require extra instruments or materials, I would post a tentative rehearsal order ahead of time so students know what they need to bring that day. To help students remember, I would have every student raise their hand, holding a pencil when their name is called during attendance. 2 I would decide with the class what respectful behaviour is, and what it looks like in the band classroom. I would also teach students proper care of their instrument so they know how to treat it with respect. 3 I would emphasize the importance of participation, and that they cannot expect to receive marks for not playing. I would also ensure students know it is quite obvious when someone is faking playing their instrument. 4 I would inform students at the beginning of the year how harmful it can be to instruments to play them immediately after eating or drinking, and emphasize the need to treat their instruments with respect.

Consequences: c) 1 Students may not leave to get their stuff. They can share music with another classmate and borrow any other supplies. If an instrument is forgotten, they may either use a spare one if available, air-band for the entire class, or play the pencil flute. Students still must participate even if they do not have an instrument. 2 If students are behaving disrespectfully to myself or others, I would have a brief conference with them outside the classroom or after class is over if non verbal interventions were not effective. If a student is treating their instrument improperly, I would take it away from them and have them air band for the rest of the class. After class, I would discuss proper treatment of instruments with the student. 3 If a student is not participating, I would first use non verbal interventions such as eye contact or moving closer to them to let them know I am aware they are not participating. If the student does not become involved in the class after this, I would give them a quick verbal warning, and speak to them after class if the problem is not corrected. 4 I would ask the student to put away their food or drink somewhere out of reach until the class is over. If necessary, I may take the food away for the duration of the class.