Video Reflection 2: Verbal Communication

Date of recording: 8/23

Time of recording: 2:00-2:30pm
Other information (e.g., grade, class, number of students, etc.):
Freshman band, 7 students, upper level of students at grade 2 level. Constantly
modeling and playing with students.
1.Watch your video and describe your verbal communication in the following areas
(use the front and back of this page as necessary):
a. Speed/pace of delivery: are you talking too slowly, too fast, etc.?
My pacing for delivery is at a good clip for the most part. There are times when I talk
a bit too quickly, but that is usually when I have just been playing or am making a
joke; I did not notice my delivery speed varying dramatically otherwise unless it was
purposeful.
b. Volume: are you talking too loud, too soft, all one dynamic level, etc.?
My projection/volume is solid without being monotonous. I have worked on this in
the past because of my deeper voice and am now in a good spot. It did not appear in
this video, but I sometimes mutter something at the end of instruction that cannot
be heard and is not really part of instruction.
c. Choice of vocabulary: are the words being used at the students’ level of
comprehension?
Any vocabulary that I used that may have been outside of the students’
understanding was explained to get the class on the same page. Other than that, the
vocabulary used was well within the students’ level of comprehension. Because of
the earlier level of the class, I made sure to use less musical language.
d. Clarity of thought: is it easy to understand what you are saying?
Most of the time, I explain my thoughts well and give clear instruction. However,
there are times when I am so caught up listening that I do not formulate something
to say ahead of time and stumble over my words somewhat. When I do not give
myself time to stop and think for a second, my instruction can get a bit muddled or
long until I sort out what I want to say.
 e. Balance between verbal and nonverbal communication (gestures, facial
expression, etc.): are you talking too much, too little, etc.?
As always, I think I could spend a little less time talking. Most of the time I try to keep
students playing as much as possible, especially in this beginning-level ensemble, but
sometimes I get caught up in explaining myself or trying to engage with students. I
have been consciously trying to improve in this area and will continue to do so since
keeping instruments on faces is what allows students to get better.
f. Enunciation and inflection.
This may be because of masks/pandemic, but I feel that this is the area that I have to
improve the most in. Simply put, I tend to trip over my words a few times every
rehearsal or not enunciate as clearly as I want to. I catch myself whenever I do it and
get back on track, but it puts a solid reset in the middle of instruction that can be
distracting. I usually enunciate carefully because I know about this tendency, but
nevertheless I stumble occasionally.
g. Feedback given to students: are you being specific? Are you being honest?
I have been trying to improve on this front as in the past, I tended to end every rep
with “good” or something similar. I have since replaced that with “better” before
elaborating what specifically improved. I am getting better at being specific, though
there are times that I am a bit vague for the sake of time. I am not always perfectly
honest, however, and omit the truth if something went badly. I need to get more
comfortable with bringing up mistakes or things that need to improve without the
need to constantly put a positive spin on it. I do not want to be mean about it or
make my instruction more negative overall, but I tend to shy away from calling out
issues as issues and instead suggest solutions without necessarily telling students the
problem.