Listen to Music
Listen to Music
Embedded Files
Listening to Music...
Gives students that are easily distracted or distract other students during independent work an alternative to keep focus.
Provides students with choice.
Creates a welcoming environment in the climate of the room.
Implementation
Implementation
Overview
Listening to music has been shown to allow students' focus and regulated.
Listening to music may apply to classroom music playing throughout independent or group work.
It may also apply to allow all or particular students the ability to listen to their own music at agreed upon times.
This allows students to know an exact time when it is appropriate to listen to music and the knowledge that there WILL be a time and place for this to occur.
Set parameters that will not allow the headphones to add to the distraction such as volume of music and the requirement of language.
When independent work is being completed, have students quickly and quietly take out headphones from predetermined area and start to work.
Core Components
Appropriate selection
Can't create a distraction for other students
Clear guidelines on when it is permittable
Proactive Implementation
Playing music for transitions, as students complete independent work, or allowing students to listen to their personal music may promote a specific atmosphere of the room. These decisions should be made upfront at the beginning of a year with clear guidelines shared. The goal and purpose of the music should be outlined for the students.
Responsive Implementation
Students who may struggle with focus or regulation may be allowed to use listening to music as a coping mechanism. The guidelines crafted by the classroom may allow for opportunities where the teacher allows specific students to listen to music. Another method would prioritize allowing bubbling students to pre-emptively select what music station is played during a specific time.
Bucket Fits
Bucket Fits
Connection
If the need is connection, the class may decide what music is being played through the use of a collection of preferred artists. (google form complied). This may be turned into a playlist where students are highlighted when their songs are played.
Skills Training
If the need is skill building students may monitor their completion of work or focus through specific reflective forms while music is playing to determine success.
Awareness
If the need is awareness, students may monitor their emotions prior to using listening to music, during, after a period of time where music was listened to.
Emotional Regulation
If the need is regulation music may be used responsively to external stimuli that may have become overwhelming. This ideally will be student initiated.
Consider Factors Prior to Start
Intensifying or Fading During
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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