Placement 2, Observation 7

The class has a performance in a month so the cooperating teacher discussed performance etiquette with the students and had the students run through their repertoire in performance order. I found it interesting that she had them do a run-through so far in advance because the students have not completely learned their repertoire. Although, it helped the students have a broader perspective because they understand what skills they have already mastered and what work is necessary to have a good performance in the future.

The cooperating teacher may attempt a fast pace, but she ends up having a slower pace by the time she deals with behavior issues. She uses mostly a verbalizing approach and explains things much more often than she models. For example, while going over the list of performance etiquette she did some modeling, but spent several minutes talking about each individual item. This helps students to have a thorough understanding of her expectations, however she also tends to lose the attention of her students through excessive talking. However, when the class uses recorders she does a good job modeling what the students should play and has a better balance between modeling and verbalizing.

Her classroom is more teacher-centered than student-centered because she decides exactly what the students do and does not leave decisions up to her class. Sometimes she sticks to her schedule too much because she’ll move on to the next subject when the allotted time is spent, even if students have not demonstrated proficiency. This helps her stay organized as she sticks to her lesson plan, however some degree of flexibility would be beneficial to students. Although she does not always adjust her current lesson plan, she is good about using questions to gage how much information the students have retained and which topics the students need to spend more time reviewing in future lessons.

Placement 2, Observation 6

My cooperating teacher began class with a listening exercise. She played a folk song through the speaker and asked questions to get students thinking about the variations and the instrument families used in each variation. Then, the students warmed up with sirens and solfege. She would sing a three-note solfege pattern with hand signals and the students would repeat each pattern to practice pitch accuracy. The students were preparing for an end of the year performance so they then practiced their repertoire, “50 Nifty United States.” The teacher revisited variation and how it was used in this piece. They mainly repeated the sections that they were struggling with, and the teacher tested the kids by not singing with them. They reviewed portions they had already learned and looked for patterns to learn the new portions faster. Then they did a full run through with the rehearsal track. They ended class by playing a piece on the recorder. They would “chinger” different sections by resting the recorder on the chin and fingering each note. Once they mastered the fingering they played the recorder, practicing tonguing, airflow, and note accuracy.

The cooperating teacher had the students sit in 3 rows on a rug for the entire class because they had much to do to prepare for their performance, but normally she would have mixed in some more active activities to help them stay engaged. However, her use of questions and activities requiring participation rather than lecture helped the students remain engaged. The students were very cooperative, listening well and participating in each activity. Some students were talking rather than participating, which disrupted the class, but otherwise they were eager to participate and usually answered each question accurately.

Reading Response 4

Educators have so many standards to meet as they create lesson plans. Many end up teaching lessons in units, covering the necessary information then moving on to the next topic. However, this method lacks reinforcement so students forget the information quickly. However, there is another method in which a teacher chooses “pillars,” or larger concepts to guide the smaller ideas and individual lesson. With this method, one lesson is broken up into multiple activities and covers multiple “pillars.” This allows for regular reinforcement of each concept so information is stored in long term memory rather than short term memory. Furthermore, with the “pillar” method a teacher can add to students understanding little by little over years and not have to reteach the basic concept each year. Additionally, this allows many activity changes within the lesson which helps the students remain engaged. After learning of the “unit” method and the “pillar” method, I want to aim for the “pillar” method in my teaching because it will be a more efficient use of class time and will help students learn more effectively.

Assignment 3

The effectiveness of leadership depends on many things. Personality, education, and experience all play a role in how the teacher delivers the material and how it is received by the students. I will explore how the three play a role in my potential as a music educator.

As far as personality, I am a perfectionist. This has many pros and cons. My perfectionist tendencies keep me from becoming complacent because I always search for a more efficient way to accomplish tasks. This will be helpful as a teacher because I will need to constantly evaluate and change my teaching approach to better meet the needs of my students. My perfectionist tendencies also motivate me be an over-achiever, working hard to do things to the best of my ability and not giving up until the task is complete. This will help me to be a leader because I will be a dependable employee and teacher. However, these perfectionist tendencies sometimes cause me to have unrealistic expectations of both myself and others. My plan to control this tendency is to choose my battles so that the things that matter most are done well, but I won’t cause myself or students unnecessary stress on the things that aren’t as important.

Unfortunately, I am also shy and often lack the assertion that every good leader needs. I dislike being put on the spot because I’m afraid I won’t have the correct answer or I will appear weak and unsure. My plan to become more assertive is to start in small ways. I will start by speaking up in everyday conversations so that my often-quiet voice is not overlooked, but rather noticed and respected. Secondly, I will be more sure in my language, avoiding an unsure tone and the word “maybe.” Thirdly, I will be confident in my choir ensemble so that I will be an equal contributor, rather than blend into the background. As I practice speaking and acting with certainty in these small ways I will develop the assertive attitude of an effective leader.

As for my own musical education, I have participated in a wide range of activities. I have taken private piano lessons for many years, sung in women’s, mixed, and a Capella ensembles, accompanied choirs using piano and organ, and played the keyboard in musicals and marching band. My wide range of experience allows me to have a much broader perspective and open mind. As I draw from the variety in my background I will become a good leader because I will be flexible and responsive to change. I will also be able to encourage my students to be adventurous and try new things because I have done so myself.

I have also begun to practice teaching and leadership by creating my own piano studio. I typically have 5-8 students whom I work with individually on a weekly basis. I have learned much about communication skills and leadership from them. Firstly, I have learned that there must be balance between being forceful and having high expectations. If I try to motivate my students out of fear, they rebel. But, if I am too lenient, they are not pushed to succeed. Therefore, I must set expectations for them so they are challenged but not overwhelmed. Secondly, I have learned that there must be balance between fun and accomplishment. Lessons should be fun, but not to the point that students get off-task and accomplish nothing. However, if students are pushed to get many things done they have no fun. Therefore, I must find middle ground where students can have fun in the journey. To find this balance I must constantly review and revise my teaching so that students remain engaged.

From examination of my personality, education, and experience I have found that balance is key. Many personality traits and experiences lend to effective leadership, but only if done so in a carefully checked and balanced manner. Any personality trait or approach becomes detrimental if emphasized either too heavily or insufficiently. This balance will come from continued and consistent practice and improvement as I work on one trait at a time. It is my hope that as I become more balanced I will become the effective leader that my students can look up to and depend on.