~Hat Tip 🎩 to Jo Frost, "The Nanny"
In order to define your procedures and expectations, it is helpful to start by visualizing or writing down a rehearsal/teaching period chunk by chunk and minute by minute.
Then, break down and define which standards and rules apply for each step before the rehearsal, during, and after the rehearsal.
If you are asking your students to do anything, you must do it too!
Model constantly.
After defining the needs, look for some easy starts by using the links below:
These are great places to help create your plan:
Organized Chaos - See Handbook Examples (will be full by Oct. 15th!)
Starting with Structure - Band Directors Talk Shop
Sample MS and HS Orchestra Handbooks (Thanks, Michele Contreras!)
AI can also be helpful, but use with caution! Proofread ALL material before sharing!
Getting in front of these takes just a moment and can make all the difference!
Get off the podium: Walk down the aisles between sections to naturally deter side-talking without stopping the flow of music.
Play more, talk less: Keep transitions tight and instructions concise so students are actively engaged in playing rather than sitting idle.
Use non-verbal signals: Raise a hand or use a specific musical cue to demand attention instead of talking or yelling over the ensemble.
Establish clear physical expectations: Require horns up, correct posture, and eyes on the conductor before giving any downbeat.
If you see the student's eyes are glazing over, and they need a regroup.
Mix up seating: Move players out of their usual spots or change from arcs to a large circle. This challenges their aural perception and provides just the change they may need.
Invert sections: Place sections further forward or alter the traditional stage layout to test new acoustic blends.
Move the podium: Step off the podium and stand inside or behind a section and let the students play without a conductor.
Change of pace: Use the remaining rehearsal time to play something you know they enjoy or hold a quick discussion before playing again.
Target problem spots: Stop general run-throughs and chunk difficult measures and drill specific spots.
Sectional focus: Break the full group into sectionals if a particular group needs intensive fixes.
Evaluate your rehearsal as a student would experience.
Including parents and other stakeholders in your program expectations is vital to its success! Families must be informed in the same way your students must be informed not only about the standard and rules but also about values of your organization that you will uphold. The resources below have some great ideas, but be sure to make use of your district communication tools too!
Organized Chaos - See Parent Communication Examples (available Oct. 15th)
Student Outcomes Don’t Change Until Adult Behaviors Change.