Teaching Recording Self-Assessment Reflection

Andrew Ribo
9/17/21

On Tuesday, November 16, I had the pleasure of teaching the combined 7th grade band

classes at Skyline Middle School. The lesson was a rehearsal of macro elements in The Fox, one

of the pieces the band would play on their concert in 6 days. We ran the entire piece multiple

times and hit 3 short sections to work on micro issues. Overall, walked away from the lesson

feeling that I was missing something and that prevented me from having an effective rehearsal.

My main issue was with feedback delivery, though aspects of this have improved since my time

at the high school level.

My brevity and concision has improved. My feedback has a directive for the next run

and is short and too the point. Aspects of the feedback itself that need improvement a more

long-term, breadth over depth approach would better fit this group. Most of the students in

concert band had their time in middle school band cut short, so my cooperating teachers are

focused primarily on getting the class “up to speed.” This ties perfectly into my second point –

student attention.

Across all the classes I work with, I have observed a significant lack of respects from

students toward teachers. This group is above average in that regard, but there are enough

students who are acting out of turn to derail things. I think cutting back on depth and keeping

things moving could help this. The group is slow-moving when it comes to transitions and being

ready to play and I am the opposite, so I can work more to bring each to a happy medium. This

ties again into my final point: meandering feedback.

I noticed that my feedback can be more leading than factual. Leading questions work

well when students know protocol and can react without much effort, but concert band lacks the

experience (thanks to a year plus of online instruction) to respond to these with any beneficial

way. This has cost a lot of time and student interest in the past week. Going forward, I will
practice saying simply what went well and what needs improved. My manner of delivering

feedback lost time in of itself but also cost student interest, which is as or more valuable than the

former. I think by timing myself, creating more multi-lesson goals, and simplifying my manner

of feedback that my lessons will improve and students will both learn more and better enjoy their

band experience.