Read and Reflect Journal – Discussion Questions – Text Ch. 4, pp. 66-77.

Discussion:

● A music educator who helped me to become a music teacher is one of my youth

symphony conductors. She inspired me because she believed in us, was creative and
energetic, and was very motivating and had a passion for music.

Highly effective learning environment:

- Students ask more questions than the teachers

- Questions are valued over answers
- Ideas come from divergent sources
- A variety of learning models are used
- Classroom learning empties into a connected community
- Learning is personalized by a variety of criteria
- Assessment is persistent, authentic, transparent, and never punitive
- The criteria for success is diverse, transparent, and co created with students and
families
- Learning habits are constantly modeled
- There are constant and creative opportunities for practice and growth

● The traits I have experienced the most as a student in the music classroom is: The
criteria for success is diverse, transparent, and co created with students and families,
Learning habits are constantly modeled, and There are constant and creative
opportunities for practice and growth. I believe that is the case because I felt rally
supported and encouraged to keep learning and growing.
● In certain classrooms, I have felt these traits are easier to accomplish, yet in others not
so much. I think it depends on the teacher and the type of environment they create.
● I try to incorporate a variety of learning models into my instruction through
differentiation, and I try to personalize learning as well through adapting my teaching to
the specific needs of my students.
● What might be missing from the routine is the students’ cooperating teacher. I have
noticed this sometimes in my own student teaching- If I try to do something just like my
CT, it might not work because it is me and my teaching, when they are used to her. At
the end of the day what has been most effective for me is teaching in a way that I know.
Another thing that wasnt clear in this example was whether or not sam followed the
 assigned seating or passed out journals to the students. If he did not do this, he could
have thrown the students off as well.
● Sam could have made sure they had clearly assigned seats and that he passed out the
journals to avoid crowding and chatter.
● I would probably try to redirect in this situation, by turning off the music, maybe using
an attention getter, or singing a song with them that is physically involved or something
first
● While both teachers have several years of experience, their teaching styles are very
different. While they both stop both groups frequently, one points out problems and the
other asks questions frequently.
● I think that their concerns are valid, because both students just want to learn from their
CTs and are well intentioned.
● I think I typically try to balance my feedback with pointing things out and asking
questions.
● I usually determine how many components will be in a lesson plan based on my goals, as
well as where the students are at.
● I first ask myself how much time I have, then take out the time I need for warmups, then
divide my time on pieces.
● I try to make it clear when I do transitions. Especially the younger children at the middle
school, they need more time in between things. One of my strategies is making sure
they already have all of their music out and in order, all the materials they need before
class has begun.