Classroom Management
Classroom Management
Embedded Files
I. Is the classroom well run and organized?
I. Is the classroom well run and organized?
Some of the most important considerations of teaching is a pandemic have been consistency, transparency, and organization. To the best of my ability, I have created routines, trashed ones that no longer apply, and created new ones with enthusiasm. For example, when the school had its fully virtual days in December and January, we would have a Performance of the Week. As students join the Zoom meeting, I would have a document on the screen with the announcements and plan for class. At the same time, I would share my sound for the first few minutes of a movement of a string piece. Of course, a few minutes at a time is not an ideal way to listen to music, but it was a manageable and thus it would be the Performance of the Week. These pieces ranged from Beethoven to Piazzolla to Montgomery and even a few pop songs from Vitamin String Quartet. This year more than ever I believe that I had both the opportunity and obligation to share great, aspirational music that is relevant to my students lives.
Below, you'll find the "Performance of the Week suggestions" form.
II. Are classroom routines and procedures clear and carried out efficiently by both teacher and students with little loss of instructional time?
II. Are classroom routines and procedures clear and carried out efficiently by both teacher and students with little loss of instructional time?
Even amid all of the changes, there have been some routines that have grounded our Orchestra class. The success of hybrid learning time is derived from the beginning and the conclusion of their synchronous time. At these moments, I can quickly yet meaningfully check in with the students online.
Tuning Procedures
Tuning Procedures
While the Zoom is being coordinated, the students in class know what to do. One student will tune their instrument using this A drone. Then, the others will begin to systematically match their strings with that model.
III. Are directions for activities clearly explained so that there is no confusion?
III. Are directions for activities clearly explained so that there is no confusion?
For the most part, in rehearsal mode, directions are very concise and clear. We are playing from a certain measure and we will play until there is a reason to stop. On occasion, if I stop when I don't have something clear to address, it is wasted time and I lose the students a little. At the same time, the more I have valuable things to stay when I stop their playing, the more I get the students in the habit of stopping talking immediately when I put my hands down. It's still a process, now with another switch in the learning locations. But I would prefer thirty students in front of me than only a few!
Hybrid teaching is still a work in progress. I have managed to establish expectations (see below) that have been working well for the beginning of class. However, aiming to connect with the online students and the in person students at the same time is a lot. There will be times when I will walk away from the camera to get the violins to use more bow or the basses to correct an out of tune pitch, and then I realize I have abandoned the folks online who really would have benefitted from seeing my fingering. This is only one example of a missed opportunity, but there are myriad others! To counter-balance this connection-deficit, almost every day, definitely three times a week, I incorporate a personal question to either the Do Now or the Exit Poll. For example, "tell me something you're looking forward to," or "give me a song recommendation." It goes a long way in keeping them engaged because they know I care, at least enough to ask! I will definitely keep practicing this connection for the fall.
IV. Do students not only understand and comply with standards of conduct but also play an active part in setting the tone for maintaining those standards?
IV. Do students not only understand and comply with standards of conduct but also play an active part in setting the tone for maintaining those standards?
At the beginning of the school year, expectations were established in the course handbook (below). There were sections on health and safety, equity and inclusion, and mental health, in addition to grading and lessons attendance descriptions.
Below that, you'll find an updated list of expectations for students during our Final Phase of reopening. Notice that there are students who are responsible for taking attendance. They are seniors in the Tri-M music honor society who are fully virtual still.
V. How does the physical environment support the learning activities?
V. How does the physical environment support the learning activities?
I'm sure all teachers have been struggling with their physical environments this year. Health and safety and a conducive community set-up have sometimes felt completely mutually exclusive this year. Nevertheless, musicians find ways to make all spaces musical. Although we can not have stand partners this year and can barely face each other, we use this as an opportunity to expand our aural sensitivity. For example, an activity we continue to return to is choosing someone in the room to follow. We paused, look around the room, pick someone and then prepare to play. In a similar vein, I frequently ask the students to memorize a passage and close their eyes. All they have to rely on is each others' sound. This kind of attention is extremely difficult even to professional musicians, but has proven to greatly elevate the level of the performing ensemble.
AA Seating Chart Template.pdfTo the left is a seating chart from before everyone was 5 days a week in person.
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