This is the hardest thing I am learning as a parent. Let me repeat this again: behavior challenges aren’t personal. You can download examples of my reflection sheets here! It substantiates their conversations with parents and helps to build a more complete picture of that student’s challenges. My classroom teachers are always appreciative that I send notes home (positive or corrective). Send notes home! The reality is, if the child is acting up in music, they are most likely doing the same in other classes as well. I never mark a student’s behavior down in music class unless I have documentation of that student’s behavior in music. When in doubt, call home.) No parent wants to be blind-sided by a poor grade or comment on a report card. (I have to say, I am not a fan of e-mailing parents. I keep track of who gets notes home and how often I call or e-mail home. If they have heard from you in a positive manner, they are more likely to be receptive to you when a difficult call comes their way. Praise, praise, praise! And when the child misbehaves in music, communicate with the parent. I do this a lot at dismissal duty as parents pick up their child. If you see a parent in the hall, introduce yourself and tell that parent something positive about their child. A former principal used to purchase postcards and stamps for the entire staff to mail positive notes home to parents. I try to send home lots of positive notes the first month. And your first communication needs to be a positive one. But you must communicate with your parents. My instructional time is precious and I have over 400 students (and parents) in my school. Here is what is in my calm-down caddy: Beanie Babies, Koosh balls, squeezes, andģ-minute sand timers (my 4-year old tested the “breakability”of the timer. It takes the focus off of the negative behavior and redirects their attention to the positive, desired behavior. Another strategy I have found useful for minor behavior issues is to ask the challenging student to observe another student exhibiting the desired behavior. My reflection sheets look different for lower el (K-2) than upper el (3-5). If I have a child that was asked to go because of disruptive behavior, then I have them use a reflection sheet. Most times, the student returns to the class on their own and most do so within 3-5 minutes. squishy balls, koosh balls) and some items to help students calm down (e.g. I have a small basket of items for students who need some type of physical release (e.g. Sometimes children go on their own and other times I ask a child to go there. It’s simply a place to go when a child is struggling to learn. Under the tree, I have small chair where my students can go when they are not ready to learn. I have a lovely mural painted in my room with a tree and birds around it. I do, however, create a safe space in my room. I can’t have a child in “Australia” reading books instead of participating in instruction. This may work for classroom teachers, but I only see my kids 40 minutes every 3 days. I’ve heard of people creating little “island get-a-ways” and a variety of other places. There is lots of research about providing safe spaces for children who need time away from the class or activity due to behavior issues. Provide a safe space in your room for children who need a “state” change. Truthfully, the kids think it’s funny to practice doing something “wrong” then “right.”ģ. I do the same with posture, mallet technique and any other skill I want mastered in the music room. Then I discuss why each one isn’t safe (others will trip over you, or step on you, etc.) We know how to sit safely when we know what sitting unsafely looks like. We practice laying on the floor, or hands propping the body up behind our backs, or legs outstretched. But we also practice what it doesn’t look like. I teach my lower elementary students that every time we come to music, we sit on our bottoms with legs crossed and hands in our laps. We know what something is by knowing what it isn’t. Your words are only as good as the actions that back them up. Your students will know that you mean business. It only takes one student to do it once and for everyone else to see the consequence. The first time the rule is broken, the sticks are taken away from that child. If an expectation is that we keep rhythm sticks to ourselves, then there needs to be a natural consequence when we don’t. The first month of the new school year, I spend time going over expectations and establishing routines more than anything. Establish your expectations and live by them. Over twenty years of teaching, I have learned a few things that work in a music setting.ġ. Music happens to be the vessel through which I reach my students.
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