Here's a little brain bender for the end of your week! A thought provoking short video from TED.com.
http://www.ted.com/talks/john_lloyd_an_animated_tour_of_the_invisible.html
Thursday, 27 September 2012
Tuesday, 25 September 2012
Commanding Attention While Looking Your Students' Age...
I am taking Classroom Management right now and have been thinking a lot about what I think will be effective for me. Now, what you need to know about me is that I am a small person, and I also look very young. During student teaching placements I have been mistaken for a student! So I don't have the authoritative natural presence that some teachers are lucky enough to have.
Instead, I focus on building positive relationships with my students on an individual level. Once you know their names and they will come into class early to chat with you, it's much harder for them to act out in class. The trick is getting the students to want to work, then they just will. And if most of the class likes you as a person, there is peer pressure to pay attention and follow what you say.
This worked quite well for me in my first placement. I still did have difficulty in the classes where there was less of a chance for me to get to know my students (ie. Music and Technology where every student was glued to a computer). But I feel like this is a good base to build my management philosophy on. I look forward to learning how I can establish a classroom presence without an intimidating size or voice!
Instead, I focus on building positive relationships with my students on an individual level. Once you know their names and they will come into class early to chat with you, it's much harder for them to act out in class. The trick is getting the students to want to work, then they just will. And if most of the class likes you as a person, there is peer pressure to pay attention and follow what you say.
This worked quite well for me in my first placement. I still did have difficulty in the classes where there was less of a chance for me to get to know my students (ie. Music and Technology where every student was glued to a computer). But I feel like this is a good base to build my management philosophy on. I look forward to learning how I can establish a classroom presence without an intimidating size or voice!
Tuesday, 18 September 2012
"Betelehemu"
Here's a fun video I stumbled across while listening to music on YouTube. It is the Mormon Tabernacle Choir doing a song called "Betelehemu". I LOVE the energy in this piece! You can't help but get your foot tapping along with it!
On an educational note, this would be perfect for any age group, as it is easily adaptable to fit your class. I also think many students get excited when there are percussion instruments involved (and who can blame them). I am also a strong believer in exposing kids to music from around the world, and this piece would be a perfect way to bring that into your classroom.
Enjoy!
http://www.youtube.com/watch?v=S7WdQ1xSkk4&feature=related
On an educational note, this would be perfect for any age group, as it is easily adaptable to fit your class. I also think many students get excited when there are percussion instruments involved (and who can blame them). I am also a strong believer in exposing kids to music from around the world, and this piece would be a perfect way to bring that into your classroom.
Enjoy!
http://www.youtube.com/watch?v=S7WdQ1xSkk4&feature=related
Monday, 17 September 2012
Monday Morning Epiphany
So today as I looked over my notes from Schleuter's A Sound Approach to Teaching Instrumentalists one comment I had starred caught my eye. What I had written down was a paraphrase from Chapter 1. It goes like this, "fingerings = notation, NOT sound".
Let me go back a bit and explain.
Growing up I took piano lessons as my first experience with making music. I learned if you see this note, you press this key. I never thought about this note equaling this sound. As I began taking band class this trend continued. I was never taught to think about the notes on the page as sounds, I simply thought "Oh, that's a D, I need to press these keys."
This may seem like simply a word puzzle, but it is the basis of how I used to think about music. Even now, in the fourth year of my degree, I have an extremely hard time with aural skills and the thought of improvisation terrifies me! I am quite inflexible as a musician, because I was never really taught to use my ears. Not to bash my teachers however, they were fantastic and gave me a love for music that will last a lifetime.
What does this mean for my teaching?
Well, I hope to help my students become well-rounded musicians. I want to give them the advantages I didn't have. I will incorporate easy improvisation exercises and get them to sing pitches before they play. I will ask them what they hear not what they see.
As difficult as it is to realize your weaknesses, ultimately they make you better at what you do. So I hope I can take this epiphany and use it to improve my teaching.
Let me go back a bit and explain.
Growing up I took piano lessons as my first experience with making music. I learned if you see this note, you press this key. I never thought about this note equaling this sound. As I began taking band class this trend continued. I was never taught to think about the notes on the page as sounds, I simply thought "Oh, that's a D, I need to press these keys."
This may seem like simply a word puzzle, but it is the basis of how I used to think about music. Even now, in the fourth year of my degree, I have an extremely hard time with aural skills and the thought of improvisation terrifies me! I am quite inflexible as a musician, because I was never really taught to use my ears. Not to bash my teachers however, they were fantastic and gave me a love for music that will last a lifetime.
What does this mean for my teaching?
Well, I hope to help my students become well-rounded musicians. I want to give them the advantages I didn't have. I will incorporate easy improvisation exercises and get them to sing pitches before they play. I will ask them what they hear not what they see.
As difficult as it is to realize your weaknesses, ultimately they make you better at what you do. So I hope I can take this epiphany and use it to improve my teaching.
Sunday, 16 September 2012
Technology in the Classroom
Technology is a huge part of our society. As a future educator I realise the importance of teaching kids how to use technology effectively. Our job is to prepare students for the "real world" outside of the classroom, and technology is part of that world.
I struggle though, with how much technology should be implemented in the classroom. I do believe that certain skills (like proof-reading, addition, and music-making, among others) should be taught first without technology. How can you use technology effectively without first knowing how to perform that task without the aid of gadgets?
I am currently taking a class that will teach me how to integrate technology in my classroom. I look forward to what I can learn about different software and hardware that will enhance my classroom. Hopefully I can strike a balance while teaching that will ensure technology is a tool, not a crutch.
I struggle though, with how much technology should be implemented in the classroom. I do believe that certain skills (like proof-reading, addition, and music-making, among others) should be taught first without technology. How can you use technology effectively without first knowing how to perform that task without the aid of gadgets?
I am currently taking a class that will teach me how to integrate technology in my classroom. I look forward to what I can learn about different software and hardware that will enhance my classroom. Hopefully I can strike a balance while teaching that will ensure technology is a tool, not a crutch.
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