ENTRY 3: Learning Environment
The candidate works with others to create environments that support individual and collaborative learning, includes teacher and student use of technology, and encourages positive social interaction, active engagement in learning, and self-motivation.
The candidate should complete a reflective essay illustrating the learning environment established in their teaching. Three artifacts are to be submitted and may include student assignments, student feedback, lesson plans, teacher observations and evaluations, and teacher reflections.
The candidate should complete a reflective essay illustrating the learning environment established in their teaching. Three artifacts are to be submitted and may include student assignments, student feedback, lesson plans, teacher observations and evaluations, and teacher reflections.
One of the most important things for educators to provide their students is a positive relationship. In my student teaching, one of my goals was to get to know students, on an individual basis. While I was spending time in their classrooms, I would find moments before or after their music class to talk to them a little bit. I greeted students before and after school, I noticed when students seemed to be not themselves and made a point to ask them how things were going. Sometimes all you need to do is remember one little thing here and notice one little thing there, offer a smile, or give some positive feedback to give students some motivation and a reason to be actively engaged in learning.
In creating a relationship and a bond with students, we are able to provide feedback in a more personal manner. Providing praise to a student in front of their peers makes that student a role model and allows for their peers to learn from them. For example, in elementary we played a game based on “In the Hall of the Mountain King.” After I told a student they were doing a good job with recognizing the melody, all the students looked to that student and the rate of success increased. I have found this has been a fantastic motivator when students haven’t responded to teacher prompts throughout the lesson.
At the secondary level, it is less peer based and more the small things that we as teachers and directors can say. When students are put in nerve-wracking or somewhat uncomfortable situations, a smile, nod, or positive comment can go a long way in both relationship and in creating a learning environment where students feel it is acceptable to make mistakes and they can ask for help. Additionally, I take time to point out mistakes that I make in front of the ensemble.
During my student teaching semester, I intended to get to know my students and form meaningful relationships with them as I feel this will significantly enhance their learning experience and help them enjoy music making more. I feel I have successfully done this. I have seen a positive difference in student attitudes in the classroom and towards music since I started my time at each of my placements.
In creating a relationship and a bond with students, we are able to provide feedback in a more personal manner. Providing praise to a student in front of their peers makes that student a role model and allows for their peers to learn from them. For example, in elementary we played a game based on “In the Hall of the Mountain King.” After I told a student they were doing a good job with recognizing the melody, all the students looked to that student and the rate of success increased. I have found this has been a fantastic motivator when students haven’t responded to teacher prompts throughout the lesson.
At the secondary level, it is less peer based and more the small things that we as teachers and directors can say. When students are put in nerve-wracking or somewhat uncomfortable situations, a smile, nod, or positive comment can go a long way in both relationship and in creating a learning environment where students feel it is acceptable to make mistakes and they can ask for help. Additionally, I take time to point out mistakes that I make in front of the ensemble.
During my student teaching semester, I intended to get to know my students and form meaningful relationships with them as I feel this will significantly enhance their learning experience and help them enjoy music making more. I feel I have successfully done this. I have seen a positive difference in student attitudes in the classroom and towards music since I started my time at each of my placements.
ARTIFACT 1: Low Brass Lesson Plan
This lesson encourages engagement and self-motivation when beginning a new instrument.
ARTIFACT 2: Elementary Practicum Lesson Plan
This lesson is an example of collaboration between two teachers and encouraging positive social interaction between peers.
ARTIFACT 3: Teacher Evaluation and Feedback
This feedback is given to a student after listening to the student's solo recording of a song excerpt, used as a vocal assessment. Students were graded on a rubric and given written feedback.