Classroom Management Plan

Michael Reeves

May 2nd, 2012

Classroom Management Plan

Having an effective classroom management plan is an absolute key in today’s educational world. As an educator, it is my responsibility to create and maintain a safe learning environment that encourages learning for every student. As a lifeguard, I’ve learned that being proactive, rather than reactive, is the best policy. Applying that mindset to the educational field is simple; create fair rules and positive expectations that every student should follow and meet. It is a lot easier to prevent problems from happening than to create solutions after the problem has taken place.

Philosophical Statement

There is a short story that I want to share that sums up a lot of what I believe as a teacher. Dr. Suk has been a judge at the Chic-Fil-A Bowl in Georgia over the past decade or so. The bowl invites several high school marching bands from around the country to participate in a parade, pre-game show, and a special field competition. One of these bands was quite small one year. In fact, they were so small that they couldn’t properly fill out the instrumentation to most of the songs they were playing. When they started their competition show, there was a small groupof trumpets, trombones, saxophones and drummers on the field. However, when the music began, the notes were flawless. The execution of the drill was precise. The band had several visual aids set up on the field behind them as well. These were not simply visual aids, but a way to hide a myriad of different instruments sat out on the ground, waiting for students to switch out their existing ones, for different ones that matched the mood of a certain section of the music. There were no more than forty members in that band, but they all played at least three different instruments on that field, and they played them well.

Stunned by this exceptional display, Dr. Suksought out the director and asked him how he ever got these students to master all these different instruments simultaneously. He simply responded “They don’t know how not to do it.” This director had set these students up for success the right way. The students knew no other way of doing things than to the best of their ability. They didn’t see failure as an option. They had to succeed, not because of pressure from the director or fear of consequences, but because excellence was the standard that every student was held to.

I share this story because it truly admonishes my duty as a teacher to my students. Students can achieve great things if they know how. It is my job to show them the way to greatness and to not even present mediocrity as an option. If students know the only way to do things is to the absolute best of their abilities, then they will perform to the best of their abilities and know I will accept nothing less. It becomes my task to instill this mindset in my students, maintain it, and build a tradition of excellence in my students’ program.

Room Arrangement

In a band setting there really isn’t a whole lot that can be done differently with the actual seating arrangement. The concert arc is the standard for a reason. It creates the best sonic environment and it allows for a clear focus on the conductor. While the overall scheme won’t change much, I am more than willing to mix and match with the seating of instruments. I think it is best to change up where students sit so they can get a different listening experience every time they play music. Playing music isn’t about knowing your individual part, but how to make your individual part mesh within the whole sound of the band. Students have a tendency to be stagnant listeners if they are stuck in one spot. Moving sections around would help alleviate that as well as create a fresh energy in the class.

The classroom environment should be a place that inspires the students, rather than restrain their imaginations. For that to happen, the band room needs to be clean. A cluttered surrounding creates a cluttered mind. Music is supposed to clear the mind and direct focus towards making a unified sound as a whole. Therefore, it is imperative that all student clutter shouldn’t be visible and ideally shouldn’t happen to begin with. Backpacks should go in the instrument lockers and I would gladly purchase a coat rack for students to hang their jackets up. This attention to cleanliness may seem trivial to some band directors, but I cannot educate to the best of my ability in a cluttered, messy environment.

To help educate to the best of my ability, I will require technology. Teachers are fools if they believe a chalkboard and chalk is the only way to effectively teach. A good sound system with speakers is a necessity and I would absolutely love to have a Smart Board in my classroom. It would make student interaction in a lesson a breeze and I would be able to show musical examples quickly and easily. The notation software Finale, is a must have for me. The program is pre-loaded with a plethora of worksheets, instructional tools, and can playback musical examples perfectly, rather than me risk making errors. Using Finale is a great way to develop students’ ears as well because it allows them to become the composer or arranger. It gives them the tools to build their own music from the ground up and gives them an outlet for their creativity.

The actual room itself needs to feel open and inviting. Students should not feel restricted by their environment in any way. Light, warm colors are a great addition to a room. (Cottreau, 2008) I personally cannot stand blank, white walls so I will probably need to undertake some painting responsibility. I love the idea of painting great quotes on the wall to help spark creativity. Pictures of famous musicians and composers should be visible as to put a face with the name. I find that many students idealize these great minds of music and don’t realize they are/were people like you and me. If they realize that fact, maybe it will be enough of a spark that they will grow to become a great musical mind themselves.

Classroom Rules

Classroom rules should be fair and meaningful. If there is one thing I’ve learned as president of a fraternity, it is that policies should never be bigger than their intended purpose. When policies are no longer serving their purpose of guiding students in the right direction, then they need to be changed.

Theoretically, setting the expectation that everyone deserves respect should be enough in an ideal world. I am not that idealized to think that I will be in an ideal situation. Clear rules and expectations will have to be set. Having these standards to follow will create a fair and consistent way of modifying behavior. To begin with, I will create a set of behavioral expectations that all students will follow. I will present these expectations to the students and take their input on any changes they would like to see, whether those may be additions or subtractions. When the final set is finished, every student and their parent/guardian will sign a contract stating they understand and will meet these expectations. Obviously, not all students will actually read them and not all parents will actually sign them, but this is my way of giving the students ownership and responsibility over their learning environment. My Principal and administration will also be well aware of the band policies, as they will possibly have to deal with some repercussive consequences.

Behavioral Expectations:

-I will respect my fellow students, all teachers, and myself.

-I will conduct myself in a manner consistent with the School Code of Conduct when on band trips or events.

-I will perform to the best of my ability and understand it is a disservice to both the band and myself if I do not.

-I will leave any venue cleaner than what I had found it.

-I will respect my instrument and properly care for it.

Consequences:

-Verbal Warning

-Exclusion from Activities

-Detention

-Parent/Principal Conference

-Dismissal from the Program

Classroom Procedures

In a band setting, most lessons will be in the form of rehearsals. Students take band because they want to play an instrument, be a part of a great group, be with their friends, or to simply do something different than sit in math class. In no way did they join band because they wanted to listen to you drone on about music. Therefore, my direct instruction will be interspersed throughout the rehearsals. High School band repertoire provides a good combination of musicality and learning opportunities for the students. I will find spots that reinforce musical concepts or introduce new ones. These spots will not be times for lecture, but for short, effective ways of instructing the students while keeping with the theme of making music.

Before the lessons though, there will be a set procedure that will allow the students ample time to get in the proper mindset to make music. The general order will stay the same, but the exercises will vary from day to day so the students to not get complacent or bored. (Joel, 2011) Hopefully I (or student aides) will set up the band room before the period starts with the proper amount of chairs and stands. Also, I will write on the board what scale(s) we will warm-up with, exercises we will play, and what the rehearsal schedule is for the day. Here is the daily procedure for each student: (Bold are conductor led steps)

-Get your instrument, music, and pencil out.

-Put your backpack and case away in your locker.

-Play a few warm-up notes.

-Play through scale(s).

-Play tone/technique exercise.

-Rehearse according to rehearsal schedule.

-Put instrument, music and pencil away.

-Put away chair and stand.

My grading policy in high school band is simple. Meet the behavioral expectations, and follow the classroom procedure. If you do both, you will earn an A. Students will be given an audition piece and certain requirements to create initial seating order for the band. Their performance on the audition will not contribute to their grade; it will just determine where their talent level situates them in the ensemble. I will use those audition results to gauge progress throughout the year. Several playing tests will be administered and I will grade on progress made from the previous test and skill shown during the current assessment. Theoretically, if each student meets the expectation of performing to the best of their ability, then every student should get an A. If they do not, I will grade their performances accordingly. This is application of the behavioral expectations that the class has set.

Encouraging All Students

This section is another that just reinforces my philosophical statement and behavioral expectations. If students know that I will set them up for success if they expect excellence from themselves. I need to be an advocate for their learning rather than a threat that strives to limit it. I need to be patient and accept that every student is different and learns differently. Every student should perform to the best of their ability. There will be many different ability levels in my classroom varying from novice players to advanced musicians. Even though there are many different levels of musicianship, each musician will be expected to give it their all, every day. I will constantly urge them and encourage them to do that. They need to realize that if they do not perform the best they can then they are letting the band down, and most importantly, themselves.

In my behavioral expectations, the first one states that they need to respect themselves. This is absolutely essential for the students. Many teenagers have self-esteem issues that don’t allow them to respect themselves. It is my job as an educator to help those students realize their self-worth and that they deserve their own respect. I need to make myself available to simply talk to the students, one-on-one, getting to know them and what makes them tick. The better I understand my students, the better I will be able to teach them.

Once I know my students, I need to show that I genuinely care for their personal success, not my own as their band director. They need to understand that I push them towards success, not for me, but for themselves. Everything about my teaching philosophy is student-centric. They are the reason I am entering this profession and they are the reason I am so passionate about it. It is my job to make sure they realize their full potential in life. If it takes encouragement from me to do so, then encouragement they will receive.

Positive Reinforcement

To reinforce this message of expected success, there needs to be positive reinforcement. In the band world there are obvious, positive reinforcers such as receiving superior rankings in OMEA contests. But what if the ensemble doesn’t receive a superior? Then what? Are they a failure? Of course not. It is my job as their director to reward them when progress is made. They might start so low that a superior rating might not be attainable for several years. However, if they consistently improve, then that is all I can ask of them. If they meet my expectations of progress, then they will be rewarded with a high grade.

It is also my aim to make band fun. In my opinion, marching band is the varsity football team of the musical world. It receives the most press and has the most interest. It is easy to make marching band the cornerstone of a successful band program by creating a fun and exciting atmosphere. That, in its own way, is a form of positive reinforcement. To a musician, there is nothing better than hearing the sound of thunderous applause at the end of a piece. The piece doesn’t have to be a Hindemith Symphony for it to merit such a reception. It can be a pop tune that the audience hears on the radio every day on their way in to work. I find that these pop tunes have a way of identifying with the audience that makes them very appealing, and therefore more apt to be rewarded with applause and gratification. Music can appeal to everyone, not just the super educated few.

Now of course, not everyone is a fan of every song ever played. Often times, these students will be disruptive if we are playing a piece they don’t care for. To deal with students like these, I can easily still incorporate their musical opinions into the class. (Various Authors, 2009) It can be a great opportunity for creative expression by the student. If the student wishes to play another song that they prefer, they can simply try to arrange it and have it played by the band. I relish the opportunity of helping young arrangers and it would give them a fun side project to work on that will distract them from the initial problem of disliking the original song choice. Solutions like this are easy to come by in the musical world, because it is a very subjective medium. While music speaks to everyone, it doesn’t always speak the same way.

Conclusion (OSTP)

This project has shown myself that I can manage a classroom. While my views may change and plans may be altered, I am confident in my ability to succeed and to create a successful learning environment. I have shown that I understand student learning and development and I have stressed immensely that I expect all students will achieve to their full potential. Within this project I have also created an ideal learning environment that promotes high levels of achievement in the classroom. The examples provided above of room arrangement, class procedures, and class rules all fall under the category of creating an effective learning environment.

References

Cottreau, A. (2008). Colour design for better classrooms. Teachers Talk, Retrieved from

Joel. (2011, July 10). Classroom habits. Retrieved from

Various Authors. (2009). Disruptors.NEA Today, (October/November), 40-41.