InTASC 3 - Table of Contents

Standard #3 - Learning Environment

In my elementary general music classes I choose to create and maintain a reliable structure to the lessons including learning targets in student-friendly language, school PBIS expectations, engaging content, a review of the learning objectives we have completed, and a goodbye song. This routine, shown as screenshots in Artifact 3.1, allows students to rely on the trusting environment of the class because they understand what to expect with less anxiety and more confidence (Dubie, 2019). The students who struggle with Autism, seem to thrive in the classroom when they can count on a similar structure from week to week (Dubie, 2019). I show one example of this in my Student Sample 3a; I reflect on when my IEP student, Jerry (names have been changed to protect individual privacy), exhibited calm behavior because he may have appreciated knowing the routine of lessons each class. This Student Sample also provides an example of how I work with colleagues and families –in this case Jerry’s guardian and my mentor teacher, to build trust, listen and cooperate. Jerry was able to improve his behavior in class and hopefully feel the security of a sincere and dependable class structure.

In Artifact 3.2, I present a digital slide that I created to share our PBIS expectations with students. This slide is the beginning of an on-going class discussion that we elaborate on each class to further understand our school PBIS. Often, I share with students specific behaviors that they have displayed in previous classes to directly define one of the three school-wide expectations. Using precise praise allows students to clearly know what they are doing correctly and gives them a confidence to recreate that behavior again (Lemov et al., 2017). “Public reinforcement motivates others to strive and gives the recipient attention that can make him or her feel proud and honored...Positive reinforcement works best when it is memorable and specific” (Lemov et al., 2017, p. 612). I also allow students to illustrate their definitions of our PBIS expectations while modeling and encouraging listening to show respect and support. Creating a respectful learning environment requires students who are motivated to learn, and one way is to specifically praise their desired behavior while another is to listen. By engaging students in a class discussion about desired behavior I am designing and facilitating instruction where students can practice their self-advocacy as they describe what respectful behavior means and looks like to them.

In Student Sample 3b I highlight student work that we created as part of a group project in one third grade general music class. Students created an eight-beat rhythm using accuracy and expression and then performed one another’s rhythms before revising their own. This instructional activity engaged learners to problem-solve which rhythms they would use and that would fit into the appropriate meter of 4. The students also learned from each other as they performed one another’s rhythms and reworked their own to include some elements of what they heard from the class. When students collaborate, they can increase their own cognitive ability as they gain new ideas from the group; cooperating can also foster more positive social interactions among students (Dubie 2019; Jacobs et al., 2002).

Artifact 3.1 - Reliable Structure Screenshots

Student Sample 3a - Reflection on Valuing Peers, Students, & Families

I value students and their families by using cooperation, listening, and trust-building strategies

Artifact 3.2 - School PBIS Discussion Screen

During PBIS discussion, I use specific praise and listening strategies.

Student Sample 3b - Academic Language "Perform" Rhythm Group Project

Students can perform one another's rhythms after writing their own.