INTASC 6 - Communication Skills
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Not enough emphasis is put on communication in schooling. If we could master the art of communicating with each other, conflicts would be far fewer. In any classroom of mine though, communication will guide each lesson and be used in a variety of ways from teacher to student, student to teacher, and student to student. In the music classroom, rotating between using verbal, nonverbal, and media communication is simply required to be efficient and effective.
In my Choral Methods courses, I have learned to verbally communicate effectively through giving simple, concise directions that allow for a maximum of music making and comprehension; often just one word or phrase can communicate what I need or what I am hearing from the ensemble. I have learned effective nonverbal communication through my Conducting and Rehearsal Techniques class by improving my conducting gestures as well as facial expressions and body language. I have learned to communicate through media by discovering resources for music and video clips to share with students as well as many types of interactive visuals and handouts that are great for music history and theory lessons and cross curricular connections to reading and history. My leadership positions and work experience has given me invaluable opportunities to communicate to individuals and large groups in a large variety of positive and negative situations. I understand how my verbal and nonverbal language (in a leadership position) can play a large factor over the environment of the room or conversation. Handling conflict does not make me uneasy, I have dealt with it in many professional situations from behavioral issues, to performance critique, and many others.
I look forward to communicating with fellow teachers at my future school and coordinating their class projects and units with my own to promote cross-curricular learning. I will encourage my students to communicate more effectively as well through on-stage performance and with one another as practicing musicians. My personal model as a performer and teacher will always be one for the students to emulate. In my student teaching, I look forward to observing and assisting the music program booster board and communicating with the parents and administration at that school to best serve the students.
In my Choral Methods courses, I have learned to verbally communicate effectively through giving simple, concise directions that allow for a maximum of music making and comprehension; often just one word or phrase can communicate what I need or what I am hearing from the ensemble. I have learned effective nonverbal communication through my Conducting and Rehearsal Techniques class by improving my conducting gestures as well as facial expressions and body language. I have learned to communicate through media by discovering resources for music and video clips to share with students as well as many types of interactive visuals and handouts that are great for music history and theory lessons and cross curricular connections to reading and history. My leadership positions and work experience has given me invaluable opportunities to communicate to individuals and large groups in a large variety of positive and negative situations. I understand how my verbal and nonverbal language (in a leadership position) can play a large factor over the environment of the room or conversation. Handling conflict does not make me uneasy, I have dealt with it in many professional situations from behavioral issues, to performance critique, and many others.
I look forward to communicating with fellow teachers at my future school and coordinating their class projects and units with my own to promote cross-curricular learning. I will encourage my students to communicate more effectively as well through on-stage performance and with one another as practicing musicians. My personal model as a performer and teacher will always be one for the students to emulate. In my student teaching, I look forward to observing and assisting the music program booster board and communicating with the parents and administration at that school to best serve the students.
Artifact 1 (Choral Program Handbook project)
This handbook is a very real template of the type of handbook I would use for an actual music program. It is used to communicate scheduled events, grading policy and criteria, program mission and philosophy, my contact information, course offerings and descriptions, student expectations, and a consequences procedure. This type of handout is very important so students and parents alike can have a full overview of what involvement entails in their school's music program. Letting students and parents in on your grading criteria, behavioral expectations, and the like will reduce potential conflict between the teacher and families as well as provide concrete policies and procedures so student issues are dealt with in a consistent manner.
Artifact 2 (Professional Website Maintenance)
This is a link to the official website of the Ball State University Singers. I played a large part in its design and maintenance while managing the organization. The website had fallen apart and ceased to exist upon entering my management role. The revived site has proven to be a great form of communication to our fans, alumni, and current members. I chose and created most of the content found there, including the organization's history, a current calendar of events, an audition registration form, contact information, social media links, and more.