Bauer, W. (2001). Classroom Management for Ensembles. Music Educator's Journal. 87 no. 6, 27-32.
In his Classroom Management for Ensembles, William Bauer explains a proactive approach to classroom management. He first recognizes what makes ensembles different from other classes: more students present, different seating/standing arrangement, active participation, a focus on making sounds, and variations in age, experience, and academic and musical ability. He focuses on music educators being proactive in their classroom management through curricular, instructional, and procedural preparations. Later, Bauer shifts to commenting on good teaching practices that can contribute to proper classroom management and strategies surrounding expectations, reinforcement, and consequences.
The things I found most valuable in this reading were his descriptions of how certain techniques might work in the context of a continuous practice of classroom management: having consistent expectations and procudures, and making sure students, parents, and administrators are aware of and familiar with them. I like how he mentioned keeping classtime to music, and finding other times to do other things (music distribution, fundraising, etc.). I think it could be even easier to enlist the help of students if menial things are done outside of classtime. In the context of classtime management, I think it's important to remember to keep a fast pace and avoid empty minutes so that students don't get bored. It starts with this, and then all the other strategies come afterwards.
Questions for Dr. Bauer:
Why is it that teachers should avoid docking a student's grade for behavioral issues, especially if they impact the student's performance in the class?
What could be a strong alternative to detention in schools that may not allow teachers to give detentions?