幼儿音乐环境的教室管理

作者：Lisa Huisman Koops

所属单位：Case Western Reserve University, Cleveland, OH, US

Classroom Management for Early Childhood Music Settings

Abstract

Classroom management is a common concern for preservice teachers and can be a key to success for in-service teachers. In this article, I discuss six strategies for classroom management: design and lead engaging music activities, employ music-rich transitions, balance familiarity and novelty, plan for success, communicate clear expectations, and practice mindfulness. For each strategy, I share examples and considerations drawn from early childhood music classes from a variety of settings. Music teachers often teach many levels of students, and it is important to calibrate our classroom management style to our learnerrsquo;s developmental level.

Keywords：classroom management,；early childhood；music education； preschool

During my first month in graduate school, having just left my full-time elementary general music teaching position, I led a class discussion for a seminar class. After class, my professor complimented me on my ability to guide the discussion and keep the adult learners engaged, saying “I guess teaching kindergarteners helps you develop some good classroom skills!” Since then, I have often thought that teaching early childhood has indeed influenced my teaching at all levels, including the area of classroom management. As early childhood music teachers, we cannot appeal to toddlersrsquo; logic or expect preschoolers to have an inherent sense of what to do with rhythm sticks, so we hone our classroom management techniques in order to establish a supportive learning environment and guide music learning. In this column, I present six strategies for classroom management in early childhood music settings, including classes for children with caregivers or young children in a day care or school setting. While many of the strategies could apply across age levels and settings, I also share special considerations based on particularities of teaching in early childhood classes and programs.

Classroom management refers to “the actions teachers take to create an environment that supports and facilitates both academic and social-emotional learning” (Evertson amp; Weinstein, 2006, p. 4). Guidelines and suggestions for classroom management often refer to an orderly learning environment as the goal (Parker, 2014), but as teachers, we need to be aware of the cultural differences of our students when it comes to optimal learning environments and behavioral norms (Cartledge, Lo, Vincent, amp; Robinson-Ervin, 2015). Adopting an approach of culturally responsive classroom management, including becoming aware of onersquo;s bias as a teacher, monitoring classroom management for disproportionality, and getting to know studentsrsquo; families and communities, can lead to a new view of classroom management:

Seen through the lens of cultural responsiveness, the primary goal of classroom management appears not singularly focused on establishing order but rather emphasizes mutual understanding and respect among students and teachers, which—when achieved—sets the stage for an orderly environment and student compliance. (Cartledge et al., 2015, p. 412)

In this article, I approach classroom management as a means to “addressing individual student needs and creating caring communities” (Parker, 2014, p. 2), seeking to be culturally responsive to my studentsrsquo; ethnic and socioeconomic cultures as well as the cultural considerations that accompany early childhood.

The following six strategies are classroom management basics that apply to all classrooms. I will describe them here with examples from early childhood settings, with the understanding that they could be extended and adapted for other levels or contexts. The examples from music and movement refer to classes that I teach at a local community music school for children birth to age 4, accompanied by caregivers. I teach in a room that is used for group lessons and jazz band rehearsals at other times of the week.

Design and Lead Engaging Music Activities

The best form of classroom management lies in musical engagement. When students are actively engaged in a music experience, they are less likely to create classroom management issues (Bennett amp; Bartholomew, 1997; Campbell amp; Scott-Kassner, 2013.). Our colleagues outside of music sometimes use music in their classrooms for this very reason, employing music during transitions or to gain the attention of the class. In order to lead engaging music activities, the teacher needs to be fully prepared, choose music material that will draw in children (and caregivers, if applicable), and have classroom instruments or props in a convenient location. There are few things more engaging than hearing onersquo;s name, and knowing studentsrsquo; names is a must for any classroom situation. In early childhood classes, many songs and games can be used or adapted to include childrenrsquo;s names, and these are often the favorite activities of the children I teach.

Musically engaging activities also include those that help children develop self-regulation and self-efficacy, skills that are helpful to establishing a positive learning environment (Byo amp; Sims, 2015). I include one or more “move and freeze” or “go and stop” activities in each early childhood music lesson as a way to help young children develop their ability to contr

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幼儿音乐环境的教室管理

作者：Lisa Huisman Koops

所属单位：Case Western Reserve University, Cleveland, OH, US

Classroom Management for Early Childhood Music Settings

Abstract

Classroom management is a common concern for preservice teachers and can be a key to success for in-service teachers. In this article, I discuss six strategies for classroom management: design and lead engaging music activities, employ music-rich transitions, balance familiarity and novelty, plan for success, communicate clear expectations, and practice mindfulness. For each strategy, I share examples and considerations drawn from early childhood music classes from a variety of settings. Music teachers often teach many levels of students, and it is important to calibrate our classroom management style to our learnerrsquo;s developmental level.

Keywords：classroom management,；early childhood；music education； preschool

During my first month in graduate school, having just left my full-time elementary general music teaching position, I led a class discussion for a seminar class. After class, my professor complimented me on my ability to guide the discussion and keep the adult learners engaged, saying “I guess teaching kindergarteners helps you develop some good classroom skills!” Since then, I have often thought that teaching early childhood has indeed influenced my teaching at all levels, including the area of classroom management. As early childhood music teachers, we cannot appeal to toddlersrsquo; logic or expect preschoolers to have an inherent sense of what to do with rhythm sticks, so we hone our classroom management techniques in order to establish a supportive learning environment and guide music learning. In this column, I present six strategies for classroom management in early childhood music settings, including classes for children with caregivers or young children in a day care or school setting. While many of the strategies could apply across age levels and settings, I also share special considerations based on particularities of teaching in early childhood classes and programs.

Classroom management refers to “the actions teachers take to create an environment that supports and facilitates both academic and social-emotional learning” (Evertson amp; Weinstein, 2006, p. 4). Guidelines and suggestions for classroom management often refer to an orderly learning environment as the goal (Parker, 2014), but as teachers, we need to be aware of the cultural differences of our students when it comes to optimal learning environments and behavioral norms (Cartledge, Lo, Vincent, amp; Robinson-Ervin, 2015). Adopting an approach of culturally responsive classroom management, including becoming aware of onersquo;s bias as a teacher, monitoring classroom management for disproportionality, and getting to know studentsrsquo; families and communities, can lead to a new view of classroom management:

Seen through the lens of cultural responsiveness, the primary goal of classroom management appears not singularly focused on establishing order but rather emphasizes mutual understanding and respect among students and teachers, which—when achieved—sets the stage for an orderly environment and student compliance. (Cartledge et al., 2015, p. 412)

In this article, I approach classroom management as a means to “addressing individual student needs and creating caring communities” (Parker, 2014, p. 2), seeking to be culturally responsive to my studentsrsquo; ethnic and socioeconomic cultures as well as the cultural considerations that accompany early childhood.

The following six strategies are classroom management basics that apply to all classrooms. I will describe them here with examples from early childhood settings, with the understanding that they could be extended and adapted for other levels or contexts. The examples from music and movement refer to classes that I teach at a local community music school for children birth to age 4, accompanied by caregivers. I teach in a room that is used for group lessons and jazz band rehearsals at other times of the week.

Design and Lead Engaging Music Activities

The best form of classroom management lies in musical engagement. When students are actively engaged in a music experience, they are less likely to create classroom management issues (Bennett amp; Bartholomew, 1997; Campbell amp; Scott-Kassner, 2013.). Our colleagues outside of music sometimes use music in their classrooms for this very reason, employing music during transitions or to gain the attention of the class. In order to lead engaging music activities, the teacher needs to be fully prepared, choose music material that will draw in children (and caregivers, if applicable), and have classroom instruments or props in a convenient location. There are few things more engaging than hearing onersquo;s name, and knowing studentsrsquo; names is a must for any classroom situation. In early childhood classes, many songs and games can be used or adapted to include childrenrsquo;s names, and these are often the favorite activities of the children I teach.

Musically engaging activities also include those that help children develop self-regulation and self-efficacy, skills that are helpful to establishing a positive learning environment (Byo amp; Sims, 2015). I include one or more “move and freeze” or “go and stop” activities in each early childhood music lesson as a way to help young children develop their ability to contr

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