The Student Centered General music Classroom
The Student Centered General Music Classroom
Creating a student-centered classroom demands substantial effort and thoughtful planning. In this series, we explore what a student-centered classroom looks like, with the teacher actively engaged, guiding students individually and collectively. The goal is to empower students to progress independently, even when facing challenges, and to instill the skills and confidence they need to navigate their musical journey effectively. So, let's dive into the details and discover how to make your general music classroom truly student-centered.
1 Get To Know Students
To create a student-centered classroom, start by genuinely getting to know your students. Begin each class period with a simple question, encouraging students to share and learn about each other. This helps foster a sense of comfort and normalization of failure, making students more willing to take risks and explore new skills.
During work time, don't just sit or grade other classes; use it as an opportunity to interact with students. Check in on both their musical progress and their personal lives, showing a genuine interest in their experiences. Keep notes about your students to remember who they are and what matters to them, making them feel valued and comfortable in your class.
2 Define Expectation & OUtcomes
To establish a student-centered learning environment, start by assuming zero and setting clear expectations for every process. This includes tasks like cable management or working in pairs. Show students how and why things should be done, fostering understanding rather than punitive measures. Encourage discussions on what it's like to work with different partners and collaboratively define guidelines.
Moreover, create troubleshooting guides for common challenges, teaching students how to problem-solve independently. Emphasize that in music and other areas, they often need to be their own teachers. By setting clear expectations, you're not controlling the classroom but equipping students to succeed when the training wheels come off.
3 Questioning
In my classroom, I've created a unique approach to questions. Raising hands is not the norm here. I believe in actively engaging students by asking questions to redirect, clarify, or support them. In my classroom, "I don't know" isn't an acceptable response; instead, I encourage students to explain their difficulties, and I guide them toward understanding.
I make an effort to involve every student daily and focus my questions on their learning processes. I'm not afraid to make mistakes in front of my students; I use them as teaching moments. This approach shapes not only the learning experience but also how students question themselves, fostering a growth mindset.
4 Metacognition of Practice
Let's explore metacognition in practice. As a 32-year guitar player with ADHD, I've fine-tuned my practice routine for focus. Students need clear practice goals. Practice isn't just playing; it's a deliberate journey of refinement. We break down music, slow it, and refine elements. In class, we openly discuss practice, explore strategies, and use practice logs. Students reflect on progress, identify distractions, and enhance concentration. Practice isn't just for performance; it applies to all musical aspects. Embracing progress's iterative nature and understanding emotions in practice are key. True musicians combine mindful practice with emotional intelligence.
5 Process over product
Once you reach a point where students are familiar with the class dynamics, it can be tempting to ease up and fall back into traditional teaching methods. However, maintaining an active, student-centered approach requires constant dedication. Celebrating student achievements is a powerful motivator. Personally, I'm deeply moved when our collective efforts result in a harmonious chord or a stunning performance that elicits an enthusiastic reaction from the audience. But what truly touches my heart is witnessing a student who has struggled and given up on themselves experience a newfound belief in their abilities. Making that personal connection, providing just a bit of guidance, and witnessing them embrace new challenges with enthusiasm during the learning process is what truly fuels my passion for teaching. It's these transformative moments that inspire me the most.
6 Ensemble Work
In the realm of education, I've discovered innovative ways to foster a student-centered approach within group dynamics. Let me illustrate this concept with a practical example. When I'm working with students on rhythm or a musical piece, whether it's in a guitar ensemble or an introductory piano class, I encourage them to actively engage in the process. Instead of simply counting them off, I teach them to create their own count-off method, fostering a sense of ownership and responsibility. For instance, I demonstrate my count-off, which sets the tempo. Then, I assign different students to lead the count-off, empowering them to take the initiative and be leaders in the group. This approach enhances their engagement and creates a celebratory atmosphere of collective achievement. It's a method that can be applied to various group settings, encouraging students to become active participants and leaders in their own learning journey.
7 Giving Feedback
As an educator, I've learned the importance of constructive feedback when working with students. Instead of labeling them as "bad" at something, it's far more effective to provide specific areas for improvement. Using tools like recording can be immensely valuable. For instance, when I work with my Drumline students, I often record their performances in slow motion. I don't simply tell them their doubles are uneven; instead, I show them the playback, prompting them to self-reflect. This approach encourages them to identify issues themselves and brainstorm solutions. It's a process that demands patience and nurturing, as it's easier to offer quick fixes. However, the ultimate goal is to empower students to take charge of their own learning journey and become self-facilitators of improvement.
8 Project Based
I've witnessed the vast potential of project-based learning, particularly when it involves group collaboration. The key to success lies in establishing clear expectations, fostering a supportive atmosphere, and equipping students with the necessary skills. For instance, students can explore music arrangement or songwriting in small groups. I've found that offering guidance and checking in with students during their projects is crucial. It's amazing how this approach can ignite motivation even in initially disinterested students. This strategy requires giving students the freedom to work together and resolve challenges as a team, with the teacher's role evolving into that of a facilitator rather than a director or grader.
Closing Remarks
Maintaining a student-centered, project-based classroom is a tireless but incredibly rewarding endeavor. Beginning as freshmen, students evolve into confident leaders by their senior years, armed not only with musical skills but also the ability to practice effectively and collaborate positively.
This approach transcends the confines of the classroom, applicable to any subject or setting. It emphasizes kindness, cooperation, and hard work over innate talent. While it demands substantial effort, the payoff is a classroom filled with positive, self-sufficient students who excel through collaboration.
In summary, a student-centered, project-based classroom is the cornerstone of effective education. I'm eager to hear your experiences and insights on this topic as we continue to learn and grow together.
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