Student Teaching
Intro:
In my placement at Fowler School District R-4j, I had the unique opportunity to teach K-12 Music for the full semester. The district is composed of an Elementary School with grades K-6, and a Jr/Sr High School with grades 7-12. The two schools are directly across the street from one another and there is much interaction between the two. Starting in Kindergarten, the elementary students are accustomed to going across the street for lunch and breakfast. I started the mornings by teaching K-4th Grade General Music. We see these students at least twice a week on M/W for half an hour with a modified Friday schedule where we switch grades 2nd/4th and K/3rd/1st with P.E. each week. There are two classes per grade, but since the class sizes are so small, we see the entire Kindergarten, 1st, 2nd, 3rd, 5th, and 6th Grade classes. 4th Grade is the only class that's too big to fit the entire population into the classroom. For those students, we split them into M/W and Tu/Th classes. By the time students are in 5th Grade, they start band which we see everyday for about 45 minutes. In 6th Grade they are still required to be in music, with is mostly a band class supplemented with a little bit of guitar. In 7th Grade, students may choose if they would like to continue in band or pursue other interests. The Secondary Band is composed of all students grades 7th-12th. We see the 7th and 8th Grades by themselves for about half an hour, then grades 9th-12th join for combined band for another half hour, then the Junior High leaves and we see just the High Schoolers for the last half hour. We see these students everyday. The last class of the day is 6th grade band which we see on M/W/F for about 50 minutes. This K-12 set up is certainly a unique experience and one that I am thoroughly enjoying. One of the ways I have grow throughout this experience is becoming more confident and comfortable in teaching Secondary Band. "Presence" is something we've talked about a lot during my time here. Having a solid presence in the classroom has helped me with my confidence and my classroom management in front of students. My main take-aways from this placement were; know how to switch your mindset to cater to the needs of different grades, be consistent in what you expect of students behavior and effort, making relationships with students is the key to having a fun, safe, and inviting learning environment.
Quality Standard 1: Teachers demonstrate mastery of and pedagogical expertise in the content they teach.
Element A: Teachers provide instruction that is aligned with the Colorado Academic Standards, their District’s organized plan of instruction, and the individual needs of their students.
In a few of my Second Grade lessons, we do rhythmic sight reading. We often begin with a 4-beat excerpt that I write out, but after the first two times, I invite students to come up and write one of our rhythms on the board. Having students come up and write in their own rhythms aligns with Colorado Standard of Music 2.1 Creation of Music: Compose, improvise and arrange phrases using rhythm and/or pitch, when they write their rhythms from a rhythm bank. This exercise also aligns with Colorado Standard of Music 3.1 Theory of Music: Identify and demonstrate basic melodic, rhythmic, and harmonic patterns, when they do the sight reading. Here is an example of student work and the rhythm bank they chose from.
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Element B: Teachers develop and implement lessons that connect to a variety of content areas/disciplines and emphasize literacy and mathematical practices.
In Fifth Grade, while learning our fifth note, concert F, trumpets, trombones, and euphoniums all have the same fingering as their first note. When asked by one of the trumpet players why that is, and how that works, we had a short lesson on sound waves and the harmonic series, bringing the scientific and mathematical part of music into the lesson. The sound waves are shortened from the fundamental to make the first partial with a ratio of 1:2. The second partial then has a ratio of 1:3, and so on and so forth. To the right, you can see a diagram I drew on the board to explain the sound waves and partials and how we get there on the instrument (ie. the change in embouchure).
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Element C: Teachers demonstrate knowledge of the content, central concepts, inquiry, appropriate evidence-based instructional practices, and specialized characteristics of the disciplines being taught.
In order to better plan my teaching and inform students of what needs to be done in rehearsal, I make sure to take time to study my scores. This way, I can make edits and know exactly how things are supposed to sound, as well as anticipate potential problems. Knowing what parts in the music are going to give players trouble, such as difficult leaps in the brass, quick passages in the woodwinds, or complex rhythms in the percussion will allow me time to find the best way to teach a difficult concept. This may be through simple repetition, modeling, metronome work, or focusing on lip slurs in the warmup. To the right is an example of score study near the end of the concert cycle on You're A Mean One, Mr. Grinch.
Reflection:
For this standard, I would place myself in the proficient stage. My knowledge and understanding of my content area and its Academic Standards can be proven in the way that I explain, model, and prepare. My growth in this standard through classes such as music theory and aural skills, instrument pedagogy classes, conducting classes, and private lessons, has ensured that I was prepared for my student teaching experience. Knowing the subject I am teaching at a confident level allows me to better prepare how I teach the content to my students. This helps the students learn the concepts more successfully. A high level of musicianship also helps my students to be successful. In the Elementary classroom, it is by keeping a steady beat in the piano, and singing tunefully when teaching songs. In the Secondary classroom, it is by being able to model rhythms and passages using my voice or an instrument, and by conducting clearly and musically. One of my goals for this standard is to continue to better my skills on instruments that I am not as confident on.
Quality Standard 2: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
Element A: Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.
Using the Social Contract as a guideline for students to know what is expected of them has been instrumental in assuring a safe and efficient classroom. The first thing our students do when they come into the classroom is to make a circle on the floor and "air-sign" the social contract. This reminds them at the start of each class what the expectations are in just a few seconds before class starts. The words on these contracts are things that the students themselves came up with, and things that they wanted to see from each other in the classroom. My role as the teacher was to help guide the conversation while making the contract, and to help uphold the contract when students need reminders.
Element B: Teachers demonstrate an awareness of, a commitment to, and a respect for multiple aspects of diversity, while working toward common goals as a community of learners.
Because our Secondary Band is made up of both 7th/8th graders, as well as 9th-12th graders, our students' levels are extremely diverse. In order to assist both ends of the ability spectrum, we pick a diverse range of music so that our Jr. High students have something they're successful at, and our Sr. High students have something that will challenge them. Here are two of the pieces we've picked out to differentiate between these different skill levels; Shattered, an easier piece for the Jr. High, and Into the Storm, a more difficult piece for the Sr. High.
Element C: Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students.
In our Secondary Band, we have a student that has just recently switched from flute to clarinet. In order to help her solidify the basics of her playing, and the first few notes that she'd learned, I have adjusted her music to be more attainable, while still giving her an opportunity to play along with the band. To the right is one example of of the adjusted music. The rhythms do not differ, however the notes do.
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Element D: Teachers work collaboratively with the families and/or significant adults for the benefit of students.
One of the fundraisers that the band puts on is the Annual Chili Supper. In this event, we make a chili for parents and students to come eat on the week of homecoming. We ask for assistance from parents of band students to help this run smoothly. Here is the parent letter that goes home, explaining the event, what it's for, when and where it will be, and what we will need help with from each grade level.
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Shattered
Into the Storm
Reflection:
At this point in my teaching, I believe I am in the proficient stage. When it comes to creating a safe and inclusive learning environment, the use of the social contract, differentiating literature, and creating alternate parts for students when needed is something I know has improved my teaching. These actions also help our students become more comfortable in the classroom. The social contract gives clear expectations to students so that they know what type of behavior is expected from both the teacher, as well as their own peers. The differentiation in literature helps our Jr. High students feel successful, and gives our Sr. High students a challenge. One of my goals for this standard is to focus on working more collaboratively with the families of my students. While this can be a little more difficult in a student teaching setting, it is something I would like to focus on going into my career.
Quality Standard 3: Teachers plan and deliver effective instruction and create an environment that
facilitates learning for their students.
Element A: Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of intellectual, physical, social, and emotional development of their students.
In the piece Into the Storm, there are a few sections that are particularly difficult for the woodwinds. This requires us to have a lot of focus when working on that passage. In that case, I use a metronome to work the passage and after working on that section for just 5-10 minutes. This short amount of high-focus work is then followed by an easier, less focus intense piece such as You're a Mean One, Mr. Grinch. This model of focus-relax helps students to be more successful at working those harder passages with less chance of burnout. To the right is one of the passages that I used this scaffolding with.
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Element B: Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.
Pictured is the grading scale used for the the first playing test for the fifth grade band on Hot Cross Buns as written on the whiteboard. This grading scale was done in collaboration with teacher and students. Previous to this formal test, practice solos or duets were done in class as an opportunity for students to play Hot Cross Buns on their own or with a friend as a way to practice for the test. During this time, informal assessments were made and depending on what students were struggling with, be it notes, rhythms, or sound production, the lesson was altered so the band as a whole could work on the concepts that students were struggling with. The teachers role was to ensure that by use of the informal assessments, students felt prepared for the formal assessment.
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Element C: Teachers integrate and utilize appropriate available technology to engage students in authentic learning experiences.
In this use of the Apple TV, a slideshow is mirror from the iPad onto the screen for students to follow along with. This slideshow gives students a visual aid, without taking up class or plan time to draw the aid on the board, or consuming physical materials to create a poster board. Students can also be given the job of scrolling the slideshow along encouraging technological literacy and refining fine motor skills. The way the leaves are arranged by melodic and rhythmic contour, helps students to take note of the note do that that hasn't been presented yet, but still letting them see a visual representation of it and how it is lower than the note mi. This helps to prep them for concepts that they aren't quiet ready to know the 'real' name of yet, but still gives them exposure. The teacher's role is to use this technology to aid the class in visualizing musical concepts in a fun and interactive way. In addition to the musical concepts, students talked about their favorite seasons and how we know the pointed leaves that look like that are maple leaves.
Element D: Teachers establish and communicate high expectations and use processes to support the development of critical-thinking and problem-solving skills.
Near the beginning of the year, we showed the Secondary Band students a video on the benefits of practicing for short, but focused, lengths of time. While students are not required to take their instruments home, we do encourage it and in order to help them understand how to practice, we used this video. In class, there is often short times for students to practice while High School is coming in, or when Junior High is leaving. During this time, I will often instruct students to pick one phrase out of a piece and work on it until the start of the next period. This both allows them a change of pace, and still keeps them working on band related material.
Element E: Teachers provide students with opportunities to work in teams and develop leadership.
The benefit of having all of our 7th-12th Graders in the same band class, is that ZPD 2.0 is extremely easy to utilize. Within sections, we ask our older, more experienced high schoolers to assist the middle schoolers with notes, rhythms, and fingerings. This gives all of our students an opportunity to work in a smaller team than just the full band, and gives our high schoolers a chance to be a leader. Here is an example of a high school student's markings in a younger student's music.
Element F: Teachers model and promote effective communication.
By writing the plan for the day on the board, the 6th and 5th grade band classes always know what we are going to be working on. This provides communication to the students on what they should practice in the down time between stretches and getting their instrument out without saying anything. This simple bit of non-verbal communication has made band class run just a little smoother for both myself and the students.
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Reflection:
I would place myself in the developing stage for this standard. I have done a lot of work in learning to give clear and concise instructions that students can understand and follow. Writing the plan of the day on the board, and using technology to assist my teaching have been two of the best tools in helping me better my skills. The students then have a clear idea of what is going to happen in the classroom that day and can ready their brain and attention to the plan for the day.
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Quality Standard 4: Teachers demonstrate professionalism through ethical conduct, reflection, and leadership.
Element A: Teachers demonstrate high standards for professional conduct.
Part of my professional conduct is my attention to organization. In order to ensure that I stay on top of my work and what needs to be done, I use a lesson-plan calendar so that I am aware of any upcoming changes in routine. On the monthly calendar, I put down events like field trips, meeting, after-school activities, and other all-school events. In the weekly planning section, I write down a shortened version of my lesson plan which lists the order of songs/games/repertoire we will be working on along with a short note of secondary objectives or elementary present days. This shortened version helps my to remember my plans and goals for the day without having to shift through too many words for when I just need a quick memory jolt.
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Element B: Teachers link professional growth to their professional goals.
In order to become a better socio-emotional informed teacher, I read articles and books to help me better understand things I can do in my teaching that will help students in the long run. The superintendent of the school will often send out articles with this idea of compassionate teaching in mind. To the right, is one of the articles he sent that focuses on the simple power of letting students know you believed in them. This one in particular I have worked to incorporate into my language when talking to students.
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Element C: Teachers respond to a complex, dynamic environment.
One day while teaching Fourth Grade, the students were lethargic and tired even when they first came in. After the first activity, I could tell that the students did not have the energy to focus on what I had planned for the day. So rather than trying to push through, I adjusted the lesson plan on the spot at first tried to see if a more active game would hype them up and get their brains going. However, they were still very tired even after the very active game of Tideo, so I adjusted again and simply turned of the lights and had them lay on the floor. One of the songs we had been working on was I See the Moon, a La Pentatonic lullaby. I played the song once for them with an arpeggiated bass line, then the second time around I asked them the sing it with me. I would do interludes in the middle in the La Pentatonic style, then we would sing the song again. This had the students switching from listening to singing.
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Element D: Teachers demonstrate leadership in the school, the community, and the teaching profession.
Five students on the Varsity Volleyball team, who were also in the 7th-12th grade band, wanted to perform the Star Spangled Banner before the game as part of a tribute the volleyball team was doing for the thirteen Marines that were lost in Afghanistan a few days before the game. The arrangement of the Star Spangled Banner that the band usually played was not suitable for the instrumentation of the students that wanted to play. Using my skills on Finale, I created an arrangement for those students so they could perform at the game. The community as a whole was moved by the tribute from these young women and their dedication to honor those that protect us.
Reflection:
For this standard, I would place myself in the proficient category. My professional conduct in time management, organization, professional growth, and my adaptability are all traits that I have been working on and have helped me grow as a teacher. Element C in particular, responding to a dynamic environment, is something that has improved a lot for me. When I first started, and a lesson would go unexpectedly, I would get easily flustered and fall back into just doing what I knew, and not what I was taught. This habit hurt both my teaching, along with the students' learning. Now, however, I have gotten much better at thinking on my feet during those times when the lesson doesn't start out well. This growth has helped me become a better teacher and helped my students' learning environment feel more stable. One thing I would like to work on in this standard is Element D, demonstrating leadership in the school and community. I believe that knowing more about a school's and community's culture and values will ultimately help me to understand parents, colleagues, and students better. This in turn will affect how I approach teaching, and how I build relationships within the school's community. I believe that the better these relationships are, the more effective I can be as a teacher and co-worker.