1. How would you describe their classroom environment? This can include room set-up and materials, but also their approach to classroom management and student expectations. Be as specific as possible.
I would describe the classroom environment as “organized chaos”. In general, I feel most successful music educators in an elementary school setting must be ready for anything at any time. I felt that the classroom was set-up pretty similar to other classrooms I have seen. There was a section of standard musical instruments (xylophones, drums, etc.), a set of risers most likely for older children, and a multicolored rug with row tiles in the center of the room most likely for younger children. There was both a smart board and a chalk board. There was also a piano in the far corner of the room. I found her approach to classroom management very interesting as the school is a PK-6th grade. As a General Music teacher, they is tasked to teach general music to a variety of age levels and abilities throughout the day. They also only see various classrooms on a weekly basis, not multiple times a week which makes it hard to establish a routine within each class. However, I felt that their approach to classroom management was very strong. There was a clear warning policy in place that gave a student two behavior warnings before they were given a blue slip and they made the student tell them what behavior the student had done that was wrong. I also felt that the expectations for the students were fairly high. The students seemed eager to learn for the most part and there was an authoritative presence in the classroom by using various silencing strategies (Ex. “heads up”, repetitive clapping patterns, and hand cymbals).
2. What techniques does the teacher use to manage student behavior? This can be evident in planning, pace and type of activities and not just punitive or reactionary behaviors to student behavior.
When there was a discrepancy between two first-grade students, they let the students work out their differences on their own which I found very practical. This forces the students to take initiative to speak up when they feel offended and to learn to settle their issues without adult intervention. There seemed to be set established behavior expectations between student and teacher before the students even entered the classroom. The 6th grade’s mannerisms and respect for each other were very high although their personal abilities varied. There were set goals in mind for that day’s class activities and of what curriculum they wanted to cover in the lesson. We were told that a teacher’s greatest downfall is talking too much so the teacher often under explains activities and directs as needed.
3. What class activities were effective and why? What were the musical goals?
I felt the musical goals for the classroom, especially in the 6th grade class were very ambitious, but the students were definitely able to handle it. The 6th grade class was being taught half steps using solfège and its corresponding hand signals and was also working on singing a song in rounds with harmonization. A high degree of movement was used in the classroom and I feel that this was effective in letting the children explore movement and space without being insecure around their peers. I also thought it was especially effective when the teacher participated in the movement activities with the students, creating a positive role model for the students to follow.
4. What questions do you have after observing this classroom?
One of my major questions after observing this classroom was how to go about acquiring classroom materials as a new teacher (instruments, posters, classroom décor, etc.).
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