Erin Miller

1.     Engaging Lessons and Active Participation:

I believe that engaging lessons that allow the students to be actively involved in their education can inspire students to be creative, self-motivated, and excited about the class material. Music is an inherently interesting and engaging subject, however, students often still get bored in their music classes. Music teachers must strive to maintain excitement toward music through strategies such as: movement, music that interests the students, a variety of rehearsal techniques, and allowing the students to present ideas.

2.     Clear Expectations Regarding Rules and Routines

I believe that an effective and engaging learning environment includes rules and routines/procedures that are clearly and consistently communicated to the students. The first few weeks of school are spent establishing these rules and routines very consistently and strictly with many reminders throughout the class period. (Wong and Wong, 2009, pg. 165) Following these first few initial weeks, one can ease up a little bit, as students now know what is expected of them.
The following are some examples of rules and routines that would be appropriate for a music classroom.
            Rules:
·      Be respectful of teacher and peers.
·      Be responsible with your body and instruments.
·      Actively Participate.

Routines:
·      Be in your seat with the appropriate instrument/music/materials when class starts.
·      Warm-up quietly in your seat at the beginning of class
·      Look at the board for the songs/activities for the day. Get your music in the correct order.

3.     Develop Relationships with Students and Foster Community in the Classroom

I believe that a teacher can have an extremely well-managed classroom, with students performing to the highest levels, yet fails to be a great teacher if he/she doesn’t take the time to get to know the students. Community is so deeply necessary to music, especially through ensemble playing and collaboration, and a music classroom should reflect this. Often ensembles, especially at secondary levels, function almost like a family, and I believe this should occur in every classroom. Students ought to feel comfortable to be themselves around their teacher and peers, and I believe that the teacher being real, honest, and vulnerable, when appropriate around students accomplishes this.
4.     Prepare for Lifelong Learning and Love of Music

I believe that my job as a music educator is to instill a love of music that will carry through the lives of my students while equipping these students with the necessary skills and knowledge to continue music beyond my classroom. I believe music is powerful and has the ability to communicate in ways words can’t, change lives, and build communities. Therefore, I believe my job as a music educator extends far beyond the walls of my classroom. My goal is to develop lifelong musicians, who possess a never-ending fascination and curiosity towards music, are never satisfied with mediocrity, and use their music to better themselves and the world that surrounds us.


References:
Wong, H.K. and Wong, R.T. (2009). The First Days of School: How to be an Effective Teacher. Mountain View, CA: Harry K. Wong Publications, Inc.