BlackBoard Readings #4

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

CRN:  200910 – Section number: 001 – Class Days: TR 7:45a – 8:35 am - Classroom:SOM E202

Office: Band Office - 330.672.2965 - Telephone: 330.672.2965 (Kent Campus) - E-mail: mneiman@kent.edu

Office Hours: TR 9:00 – 9:55 am (Additional hours available by appointment)

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BlackBoard and Text Readings

Submitted by:  Max Michael

Submitted for: Mr. Marcus L. Neiman, lecturer

Date: 9/30/11

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Marzano, Robert & Jana.  (2003).  The key to classroom management

ASCD, Best of 2003, (4), 2-7.

This article talks about how classroom management is key. However, attaining this can be relatively difficult. More so difficult that is, if you do not set proper guidelines at first. If guidelines are set, then it is easier for students to know what is expected of them. Also, they say how having a good, professional relationship with the students will help them to respect the teacher, and in turn, want to follow his guidelines. This can allow the teacher and pupil to work together as a team to accomplish some of the goals that he or she has set for the year.

In the past, I have found that this is true. Teachers that set guidelines and established a good relationship with me made me want to do what they wanted. I wouldn't want to disappoint them since I respected them. However, TOO strict of guidelines with no relationship between the teacher and I would make me more or less apathetic. 

In the future, this can be good for me to use, though I already did know what to do in that aspect. I know to lay out what I plan to do for day to day plans, as well as long term goals. Respecting the student, for whatever their situation is, whether it be slow learning curve, or mental handicap.

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Bauer, William I.  (2001).  Classroom management for ensembles.

MEJ, May, 27-32.

In this article, Bauer discusses methods of managing an ensemble. He talks about the differences between a normal classroom, and an ensemble setting. He explores different ways to keep the days organized, because without proper classroom organization, the students will feel it and it will lead to some discipline issues. To keep the days organized, the director should have short and long term goals. The long term goals could be what pieces will be played throughout the year, but the short term can be what should be accomplished on a day to day basis. Putting the goals on the board for the day will give students a chance to get their music organized in the right order and know whats expected of them. Putting the weeks schedule on a board where the students can see will give them a chance to practice what is coming. When students misbehave, the director should have a plan of action to discipline them. The director should also have some sort of reward system for students that follow the rules regularly.

My director in high school did not discipline that much, since we didn't act up often. Being in the upper tier ensemble, we all felt a sense of responsibility to perform at a high standard. However he was very organized, meticulous in schedules. In junior high school, Barry Hartz would discipline on a regular basis, and most often, discipline me for talking. He would give warnings, and eventually have me put away my instrument and wait in the hallway for band to be over. Over time, it did engrave in me to not misbehave as is was embarrassing to put my stuff away.

In the future, I will implement these ideas into my programs. I'll keep a day to day schedule posted on the chalkboard or whiteboard or whatever is there. I will layout clear expectations in the beginning of the semester and follow through as much as I can. For discipline I will follow what this suggests, rewards and punishments that follow my guidelines. This will help enforce proper classroom behavior.