Learning Environment
The following information describes different ways that students are affected by classroom environments. These represent my knowledge and disposition on the ways in which students are able to learn to the best of their ability.
The following excerpt is a blog post regarding good or poor classroom management techniques and the difference between intrinsic and extrinsic motivation.
According to Campbell, intrinsic motivation is when one is doing something for him or herself. This motivation comes from within the person doing the action and he or she chooses to follow through with it. Extrinsic motivation, on the other hand, is when one does something because of someone else. This motivation comes from a second party, not the person doing the action. This can be seen in a music classroom in many ways. Intrinsic motivation can be seen when students really do care about the music they are making and want to better themselves for their own sake. They work hard and practice on their own to improve themselves by their own will. Extrinsic motivation can also be seen especially in younger music classrooms. Many students may play a piece of practice every night just to be rewarded by a parent or teacher. The student may care less about his or her instrument, but he or she is motivated to continue to practice because of an outside motivator.
Classroom management is a very important aspect that a teacher must remember to uphold. I have had both positive and negative experiences in classroom management myself. A positive experience I have had with classroom management was from my high school choir teacher. She always had control over the class and always received respect from everyone. She was able to conduct a serious and hard working setting while incorporating a fun and enthusiastic environment as well. A bad example of classroom management I have experienced was from my Spanish teacher from junior year. She was very mean and degrading to her students and did not even teach the material! She was very disrespected by her students and never seemed to have any enthusiasm for the subject. Though both experiences were completely opposite, they are both great examples to have as to how I want to be as a teacher.
The following excerpt is a blog post regarding Patricia Campbell's writings about the mission of school music and big versus little cultures in music education.
1) I really enjoyed Campbell's views on the mission of music. I liked how she stated music brings joy to life and makes life worth living. I personally agree with this one hundred percent because it is what I am exposed to everyday. However, I do not think this general statement about music can apply to everyone. Many people have interests in other subjects such as biology or engineering. Though music may serve as a joy when they listen to it, I do not think they would say music makes life worth living. For the students and people that make a living through music and dedicate their life to it, this statement applies heavily. However, for students that have interests elsewhere, music may not hold the same place in their lives.
2) Big and little cultures are very much related to music education. The big culture references children that all experience the same general things in life. They have a different view on the world than adults do because of their younger and less mature minds. Divided into this big culture are little cultures. These little cultures go on to divide the children from other children based on age, gender, etc. Each of these different cultures children can be a part of goes to show how difficult it may be to cater to each of these students' expectations and needs in a music class. Some children may have been more exposed to pop music played on the radio while another set of children may prefer classically performed music. Due to these differences of experiences and exposures, music teachers must find a way to satisfy all of their students' needs while still keeping the class engaging. Aside from music, many students may live in very different environments and not get the same type of attention or home life as others. This also can cause the music teacher to find a way to make each student feel comfortable and welcome in the class, bringing all of these little cultures together in one room.
The following information describes different ways that students are affected by classroom environments. These represent my knowledge and disposition on the ways in which students are able to learn to the best of their ability.
The following excerpt is a blog post regarding good or poor classroom management techniques and the difference between intrinsic and extrinsic motivation.
According to Campbell, intrinsic motivation is when one is doing something for him or herself. This motivation comes from within the person doing the action and he or she chooses to follow through with it. Extrinsic motivation, on the other hand, is when one does something because of someone else. This motivation comes from a second party, not the person doing the action. This can be seen in a music classroom in many ways. Intrinsic motivation can be seen when students really do care about the music they are making and want to better themselves for their own sake. They work hard and practice on their own to improve themselves by their own will. Extrinsic motivation can also be seen especially in younger music classrooms. Many students may play a piece of practice every night just to be rewarded by a parent or teacher. The student may care less about his or her instrument, but he or she is motivated to continue to practice because of an outside motivator.
Classroom management is a very important aspect that a teacher must remember to uphold. I have had both positive and negative experiences in classroom management myself. A positive experience I have had with classroom management was from my high school choir teacher. She always had control over the class and always received respect from everyone. She was able to conduct a serious and hard working setting while incorporating a fun and enthusiastic environment as well. A bad example of classroom management I have experienced was from my Spanish teacher from junior year. She was very mean and degrading to her students and did not even teach the material! She was very disrespected by her students and never seemed to have any enthusiasm for the subject. Though both experiences were completely opposite, they are both great examples to have as to how I want to be as a teacher.
The following excerpt is a blog post regarding Patricia Campbell's writings about the mission of school music and big versus little cultures in music education.
1) I really enjoyed Campbell's views on the mission of music. I liked how she stated music brings joy to life and makes life worth living. I personally agree with this one hundred percent because it is what I am exposed to everyday. However, I do not think this general statement about music can apply to everyone. Many people have interests in other subjects such as biology or engineering. Though music may serve as a joy when they listen to it, I do not think they would say music makes life worth living. For the students and people that make a living through music and dedicate their life to it, this statement applies heavily. However, for students that have interests elsewhere, music may not hold the same place in their lives.
2) Big and little cultures are very much related to music education. The big culture references children that all experience the same general things in life. They have a different view on the world than adults do because of their younger and less mature minds. Divided into this big culture are little cultures. These little cultures go on to divide the children from other children based on age, gender, etc. Each of these different cultures children can be a part of goes to show how difficult it may be to cater to each of these students' expectations and needs in a music class. Some children may have been more exposed to pop music played on the radio while another set of children may prefer classically performed music. Due to these differences of experiences and exposures, music teachers must find a way to satisfy all of their students' needs while still keeping the class engaging. Aside from music, many students may live in very different environments and not get the same type of attention or home life as others. This also can cause the music teacher to find a way to make each student feel comfortable and welcome in the class, bringing all of these little cultures together in one room.
This is a sample poster of classroom rules and consequences I would post in a middle school choir classroom. This assignment from the course M343 Choral Methods is an example of knowledge.
| m343-brainteaser_2-3-classroom_rules_and_consequences.docx |
Below is a list of observations made from the music programs at various elementary, middle, and high schools. These are examples of disposition on observing other music teachers in the field.
This is an observation report describing an elementary music classroom at St. Charles Elementary School.
| m342_-_observation_at_st._charles_with_mrs._gorr_-_portfolio.docx |
This is an observation report describing a mixed show choir at Edgewood Junior High School.
| m343-brainteaser_2-1-observing_the_middle_school_choir_rehearsal.docx |
This is an observation report describing the wind ensemble and two choirs at North Central High School.
| field-trip_observation_report.docx |
