INTASC 5 - Classroom Motivation and Management Skills
The teacher uses an understanding of individual and group motivation and behavior
to create a learning environment that encourages positive social interaction,
active engagement in learning and self-motivation.
When a student feels self-motivated and supported by their teacher and peers, their ability to succeed is undoubtedly far greater. It is a teacher’s responsibility to exhibit a positive attitude of encouragement and support every day. Teachers should help students set goals both individually and as a group. If students are not consciously working to improve a specific aspect of their musicality, they will not achieve what they desire. When these goals are reached, students should be recognized.
The motivation to continue improving will be greater when the student knows their teacher cares and is paying attention. The area of music is undeniably a social one. The majority of music in this world takes place in ensembles of all sizes. It is of the utmost importance that students be able to work together, communicate, and collaborate positively. A music teacher should encourage social interaction among the group. The bonding that takes place in a musical ensemble comes naturally, but the teacher should make sure it stays positive and supportive. Not only is this teaching good character and social skills, but it is best for the success of the group.
Intrinsic and extrinsic motivation should work together for best results. One must identify student's personal and performance needs and then decide how to meet them by choosing music that will fulfill them and practicing the necessary skills for an effective performance. I always like to keep students informed of why we are doing what we are doing; why it is important! Making content relevant to students is what leads them to mastery goals. Mastery goals emphasize personal growth, long-terms goals and intrinsic motivation. Having students identify their goals and wants and then showing them how you, the teacher, are specifically going to help them achieve that is great motivation. Having a reward motivates students but I think the reward should stay related to the subject. Rewards as motivation in my classroom would look like fun, new musical activities (dancing, improvising, composing) or performing certain repertoire that the students find desirable.
Artifact 1 (Classroom Management Policy)
This is my classroom management policy I created for my music program handbook project. I wanted it to be from the student perspective of what they are expected to do and accept the responsibility to do in an ensemble with me. I also added a simple procedure of consequences so the students know what the consequences of breaking conduct are and what disciplinary route will typically be taken.
Classroom Management Policy | |
File Size: | 191 kb |
File Type: | png |
Artifact 2 (Focus Topic Paper - Eliciting a Confident Vocal Sound in Young Singers)
This is a topic paper I did for my final practicum course at Ball State. I used observation and interviewing to do my research. I gained a lot of insight into different approaches I can take with new and/or timid vocal students. A bit of individualized instruction is what any music student needs at some point but rarely gets in today's public school setting. My purpose and rationale were as follows: I want to understand how to enable students to willingly produce a confident and full vocal sound within a reasonable amount of time. The reason I find this to be a significant question is because a teacher needs to evoke a sound from their choir that they can successfully work with, because teaching in a way that addresses this issue will develop the students’ musical skills and confidence, and because the students are in your ensemble due to the fact that they most likely want to learn to produce a full, pleasing vocal sound.