Standard #5: The
teacher uses an understanding of individual and group motivation and behavior
to create a learning environment that encourages positive social interaction,
active engagement in learning, and self-motivation.
Artifacts: Concert Chorus Lesson 1 (Mozart Melisma), Concert Choir Classroom Profile, CT Evaluation (1st Quarter)
Knowledge of Individual and Group Motivation
Positive individual and group motivation is important for creating a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. In my Concert Chorus Lesson I, I began the lesson and classroom environment by playing Beyonce. By also engaging students as they came into the classroom and asking them about Beyonce, they were intrigued and compelled to wonder why I might use a pop artist in a lesson. Individual student involvement then came again through the pop realm during warm-up as we learned solfège for the song “Dynamite.”
In this lesson, I also held students accountable for their section parts by having other sections listening for tall vowels, diction, and supportive singing. This not only motivated the altos (for example) as a whole to sing with these characteristics, but also encouraged the men's section to determine as a group, how they felt about the quality of music being performed. Holding sections accountable for defining quality and creating quality music has done wonders for the involvement and success of the choir.
Knowledge of Learning Environment
In order for students to be successful, it is important for them to be surrounded by a positive learning environment. This includes the physical structure of the classroom as well as the attitudes and the atmosphere present in the room. In my Concert Choir Classroom Profile, I described both the physical and emotional classroom climate. The physical atmosphere is quite open, with many brightly colored posters and paintings on the wall reinforcing teaching philosophy, musical concepts, and positive behavior. The emotional climate is also positive, with students and teachers alike engaging in supportive, respectful learning infused with a fair amount of humor. This was quite noticeable as they worked on and performed their final group projects. Students in the concert choir were required to perform a musical theatre selection solo, or in a group. The would be assessed in their performance based upon the rubric for WSMA solo/ensemble performances. Many student's chose to work in groups as they were more comfortable with smaller solos and group singing. In the final performance days of the semester, it was wonderful to see students supporting each other and their talents. Several students wowed their peers by belting out mezzo-soprano songs, which were greeted by cheers and many positive comments. Because I saw and heard these students reactions, it is evidence that their was mutual respect within the classroom. This positive support was not nearly as evident in the younger choirs, and I believe it made an immediate effect on causing a lack of confidence and tentative performances of those students.
Knowledge of Behavior Management Strategies
In order for students to be successful, it is important for them to have clear expectations of their relationships with the teacher and their peers in the classroom. The classroom environment includes an explicit set of behavior expectations above the doorway, including respecting yourself, others, and the performance based goals of the ensemble. In the Men's and Varsity Choir at Menomonie there were several particular instances with an individual where it was necessary for me to demonstrated multiple management strategies. These included the use of proximity, alternate assignments, communication with an EBD Specialist, and positive reinforcement. For a while, granting the student more responsibility in leading Varsity Sectionals, giving him more difficult rhythm reading assignments, and having him play drums for a few pieces kept him occupied, challenged, and less likely to cause a disruption in class. However, it is important not to lose the connection with other students by spending a great amount of time dealing with one student. Other students began to act out of character, wanting the attention they felt was missing, and the young man in turn began to digress to his earlier actions and anger outbursts in the classroom. Finally, as seen by my CT Evaluation, I demonstrated calm and followed prior instructions and expectations set up by my CT and the EBD specialist to remove him from the classroom and make sure all students felt they had a safe learning environment.
Artifacts: Concert Chorus Lesson 1 (Mozart Melisma), Concert Choir Classroom Profile, CT Evaluation (1st Quarter)
Knowledge of Individual and Group Motivation
Positive individual and group motivation is important for creating a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. In my Concert Chorus Lesson I, I began the lesson and classroom environment by playing Beyonce. By also engaging students as they came into the classroom and asking them about Beyonce, they were intrigued and compelled to wonder why I might use a pop artist in a lesson. Individual student involvement then came again through the pop realm during warm-up as we learned solfège for the song “Dynamite.”
In this lesson, I also held students accountable for their section parts by having other sections listening for tall vowels, diction, and supportive singing. This not only motivated the altos (for example) as a whole to sing with these characteristics, but also encouraged the men's section to determine as a group, how they felt about the quality of music being performed. Holding sections accountable for defining quality and creating quality music has done wonders for the involvement and success of the choir.
Knowledge of Learning Environment
In order for students to be successful, it is important for them to be surrounded by a positive learning environment. This includes the physical structure of the classroom as well as the attitudes and the atmosphere present in the room. In my Concert Choir Classroom Profile, I described both the physical and emotional classroom climate. The physical atmosphere is quite open, with many brightly colored posters and paintings on the wall reinforcing teaching philosophy, musical concepts, and positive behavior. The emotional climate is also positive, with students and teachers alike engaging in supportive, respectful learning infused with a fair amount of humor. This was quite noticeable as they worked on and performed their final group projects. Students in the concert choir were required to perform a musical theatre selection solo, or in a group. The would be assessed in their performance based upon the rubric for WSMA solo/ensemble performances. Many student's chose to work in groups as they were more comfortable with smaller solos and group singing. In the final performance days of the semester, it was wonderful to see students supporting each other and their talents. Several students wowed their peers by belting out mezzo-soprano songs, which were greeted by cheers and many positive comments. Because I saw and heard these students reactions, it is evidence that their was mutual respect within the classroom. This positive support was not nearly as evident in the younger choirs, and I believe it made an immediate effect on causing a lack of confidence and tentative performances of those students.
Knowledge of Behavior Management Strategies
In order for students to be successful, it is important for them to have clear expectations of their relationships with the teacher and their peers in the classroom. The classroom environment includes an explicit set of behavior expectations above the doorway, including respecting yourself, others, and the performance based goals of the ensemble. In the Men's and Varsity Choir at Menomonie there were several particular instances with an individual where it was necessary for me to demonstrated multiple management strategies. These included the use of proximity, alternate assignments, communication with an EBD Specialist, and positive reinforcement. For a while, granting the student more responsibility in leading Varsity Sectionals, giving him more difficult rhythm reading assignments, and having him play drums for a few pieces kept him occupied, challenged, and less likely to cause a disruption in class. However, it is important not to lose the connection with other students by spending a great amount of time dealing with one student. Other students began to act out of character, wanting the attention they felt was missing, and the young man in turn began to digress to his earlier actions and anger outbursts in the classroom. Finally, as seen by my CT Evaluation, I demonstrated calm and followed prior instructions and expectations set up by my CT and the EBD specialist to remove him from the classroom and make sure all students felt they had a safe learning environment.