Developmental Standards Project

Monica Tripp
Developmental Standards Project

Monica Tripp
EDPS 250
Swanson
Page 1
Monica Tripp
Page 2
Introduction:
As an aspiring music educator, I will be working with kids from
elementary to high school. The purpose of this project is to
demonstrate my understanding of InTASC 1, the All Grade Standards,
and the Ball State Conceptual Framework. InTASC 1 states:
The teacher understands how learners grow and develop, recognizing
that patterns of learning and development vary individually within and
across the cognitive, linguistic, social, emotional, and physical areas,
and designs and implements developmentally appropriate and
challenging learning experiences.
Concepts in development:
1. Importance of Friendship When Working Together on
2.
3.
4.
5.
Musical Composition
Enhancing Social Competence in the Music Classroom
Teaching Children With ADHD
Four Decades of Research on School Bullying
Music Education and Mentoring as Intervention for At-
Risk Urban Adolescents

6. Teachers: On Being (Rather than Doing)
Prevention
7. School Climate, Family Structure, and Academic
Achievement: A Study of Moderation Effects
8. Longitudinal Effects of Group Music Instruction on
Literacy Skills in Low-Income Children
9. Teaching Students With Learning Disabilities:
Perceptions of a First-Year Teacher
Developmental Research #1
Monica Tripp
Page 3
Importance of Friendship When Working Together on Musical

Composition
Studies show that when students have close friendships, they adjust to
school better, and have more ease both academically and socially
(Berk & Meyers, 2016). This article focuses on the social processes that
are present when children are working together to complete a task
(Miell & Macdonald, 2000). The results of this study were that the pairs
of children who were already close friends communicated better, and
ultimately received higher scores from the teacher (Miell & Macdonald,
2000). One reason that the friend pair worked better together is that
they already have a history together (Miell & Macdonald, 2000). They
have shared experiences, made decisions together, and are used to
listening to each others perspectives on different things (Miell &
Macdonald, 2000). Something that makes this study unique is that the
students were working to create something new, not just solve a
problem together (Miell & Macdonald, 2000). Having the task be so
open ended caused the focus to be more on how the partners work
together and make decisions, than on finding the right answer (Miell &
Macdonald, 2000). The expectation was that friends would be more
successful at this kind of task because they are used to bouncing ideas
off of one another, and can have easy conversation with each other
without fear of rejection while coming up with creative ideas (Miell &
Macdonald, 2000). The main goal of teaching music is to develop the
Monica Tripp
Page 4
childs capacity to express thoughts, emotions, and ideas through the

medium of music rather than words (Miell & Macdonald, 2000). Giving
the children a composition task was going to test this goal, by
reviewing the music the students created, and seeing how that related
back to how they communicated together in their group (Miell &
Macdonald, 2000). Ultimately, they found that friendship influenced
this creative process by encouraging a higher level of engaging in the
activity together, and better communication patterns in their music,
and their speaking to each other (Miell & Macdonald, 2000). Having
these friend pairs working together created higher quality
compositions, resulting in a higher grade than the non-friend pairs
(Miell & Macdonald, 2000).
Instructional Decision 1
This research study helped me begin to understand the importance of
knowing your students, understanding how they develop, and being
able to set them up for success (AG 1.2). From this article, I learned
the importance of being aware of the dynamic of your classroom.
Different relationships between different students can be either helpful,
or something that could be challenging for some students. Watching
the students interactions closely can help me better monitor
developmental challenges, and help the students learn how to address
them (AG 1.3). It proved that students who are already friends would
work better together and ultimately achieve a higher grade because of
Monica Tripp
Page 5
their enhanced collaborating skills. Therefore, as a teacher I would like

to create an environment in my room that would be conducive to
nurturing existing friendships, but also encouraging new ones as well.
Group projects can be very effective, and if I am teaching elementary
age children these projects can foster their growing social skills. I really
like the idea of a composition assignment, as that would fulfill one of
the National Standards for music education as well as help my students
learn to work together. I would monitor how students are working
together, and try to pair everyone up to achieve their maximum
academic success.
Enhancing Social Competence in the Music Classroom
In a new approach called a social-constructivist classroom, the
students and teacher work together to complete challenges, and
become helpful members of the classroom community and advance
both cognitively and socially (Berk & Meyers, 2016). Social skills are
important in many ways and can lessen the chances that students will
drop out of school, remain unemployed, or be rejected and bullied by
their peers (Gooding, 2009). Students with disabilities are even more
likely to display social problems, and due to the high number of
students with disabilities, it is very likely that teachers will have
students in their classes that have disabilities and exhibit poor social
skills (Gooding, 2009). Children need many opportunities to discover
Monica Tripp
Page 6
and practice social skills, and the music classroom is a great place for
those discoveries to happen (Gooding, 2009). Children need to learn
three basic skills; how to relate to others, how to control themselves,
and how to finish objectives assigned to them (Gooding, 2009). The
music classroom is already a naturally social environment, so it is a
prime place for students to begin applying these three main social
skills in a variety of different activities (Gooding, 2009). Since music is
nonthreatening, and usually does not hold a lot of academic weight, it
is a safe environment for students of all levels to try new things and
receive positive feedback (Gooding, 2009). The music classroom is an
ideal environment for students to learn and begin to implement
important social skills necessary for development.
Knowing and understanding how to make my classroom
developmentally appropriate for maintaining social skills will help my
classroom be a positive environment for my students. (AG 5.5). Music
classrooms are very social environments, and I want my classroom to
encourage positive relationships between my students. I want to have
a lot of performance opportunities among my students. These times
help build self esteem in students by getting in front of their peers. It
also encourages students by hearing positive feedback from their
peers, and from me as the teacher. I would also want to incorporate
group projects into my classroom. These teach students the skills
Monica Tripp
Page 7
necessary to work with other people, and how to complete a task

together. My classroom will help meet my students needs, and help
them have fun learning music.
Teaching Children With ADHD
Attention-deficit hyperactivity disorder (ADHD) is a disorder that
involves struggles to pay attention, rash decision-making, and some
social difficulties (Berk & Meyers, 2016). ADHD is on the rise, and the
likelihood that teachers will have students with ADHD in their class at
some point, regardless of age, is very high (Taylor & Larson, 1998).
ADHD impacts a students ability to control themselves, and this
happens because the section of the brain that helps with attention and
controlling behavior is underdeveloped (Taylor & Larson, 1998). ADHD
is also three times more likely to occur in males than in females (Taylor
& Larson, 1998). In a school setting, children with ADHD will often
experience difficulty with reading, processing, and focusing on all of
the different topics being covered in class (Taylor & Larson, 1998).
Students with ADHD only have a 50% retention level for one grade
level, and this results in students who are often not able to be as
successful academically as they are able, or as they would like to be
(Taylor & Larson, 1998). Having teachers that are aware of how ADHD
affects their students will help the student succeed more in the
classroom, and help the teacher feel a lot more effective (Taylor &
Monica Tripp
Page 8
Larson, 1998). Students with ADHD really struggle when they are
needed to comprehend information orally, so teachers that know this
can implement different strategies to help the student, such as having
the student repeat what was just said, or using a variety of different
teaching methods (Taylor & Larson, 1998). Another aspect of ADHD is
that these cognitive disabilities are often coupled with emotional
disabilities such as low self-esteem or lack of emotional control (Taylor
& Larson, 1998). Teachers are encouraged to use a lot of positive
affirmation with their students, and to take a personal interest in their
students and highly praise their accomplishments (Taylor & Larson,
1998). When teachers understand a little more about ADHD, they are
better equipped to manage these students and meet their needs
academically, emotionally, and socially (Taylor & Larson, 1998).
Understanding the importance of positive interaction with my students,
especially those with ADHD, will help me to be able to better interact
with my students and help them reach their full academic potential (AG
2.4). I had kids in my classes in school growing up that had ADHD, so I
know that it is very likely that as a teacher, I will have students in my
classes who will be diagnosed with ADHD. Knowing their specific
struggle areas, such as reading, processing, and focusing on
information given orally, will definitely help me be able to meet the
needs of my students a lot better than if I was uninformed. It is
Monica Tripp
Page 9
important to me that I know and care about my students on a deeper

level. I want to know them, and help them in the way that is best for
them. I know that students with ADHD can become disruptive of the
class, so having a plan in place for different situations that could come
up, such as a student interrupting the teacher repeatedly, is important
to me (AG 2.5). I want my classroom to be a safe place for students,
but I also want to be very productive. Having activities where students
can take ownership of their behavior, but still be engaging in class
would be ideal for students with ADHD. The immature behavior does
not need to be addressed, but learning how to redirect the students
behavior back to the task at hand will be an important skill to learn to
be able to maintain control over my classroom. Understanding ADHD
will help me be able to meet the needs of all of my students.
Four Decades of Research on School Bullying
Peer victimization, or bullying, happens when certain children become
targets of both verbal and physical attacks, among other forms of
abuse (Berk & Meyers, 2016). There are three important factors that
make up bullying; intentionality, repetition, and an imbalance of power
(Hymel & Swearer, 2015). These are identifying characteristics to
describe bullying, however bullying among children can look a lot
different (Hymel & Swearer, 2015). With bullying in schools, the best
way to assess the different situations is through peer assessments, and
Monica Tripp
Page 10
not self-reports, because studies show that peers are there for at least
85% of bullying occurrences (Hymel & Swearer, 2015). Reports from
teachers and parents should not be relied on too heavily, as most
bullying happens within the students and away from adult supervision
(Hymel & Swearer, 2015). The time line developmentally for bullying is
that it usually starts around preschool, gets the worst throughout
middle school, and begins to fades away around the end of high school
(Hymel & Swearer, 2015). Physical abuse, verbal taunts, rumor
spreading, exclusion, and bullying over the Internet are all main forms
of bullying (Hymel & Swearer, 2015). This study shows that students
are more likely to report instances of bullying when they thought that
teachers would respond actively by getting people involved, than if
they thought that there would be a punishment inflected on their bully
for fear of retaliation (Hymel & Swearer, 2015). Ultimately, bullying is
still a serious problem, but teachers can help by being observant of
how the students are relating to each other, and by offering their
support and trust to their students (Hymel & Swearer, 2015).
Instructional Decision #4
Bullying is so prevalent in schools. I have no doubt that I will encounter
multiple instances of bullying as a teacher. As a teacher, I want to be
able to distinguish myself as someone that my students can trust. I
want them to be confident that they can come to me. It was really
interesting for me to read that students are more likely to confide in a
Monica Tripp
Page 11
teacher when they thought that they would get people involved in the
situation. However, they were less likely to confide if they thought that
the involvement would mean punishing the bully. In my mind,
punishing the bullying seems to be the same as becoming involved in
the situation. I would definitely want to figure out where this line is
drawn so that my students can feel confident and comfortable coming
to me with their problems. I want to be an advocate for them, and give
them a voice that can be heard. Bullying is a serious problem, and I
want to do everything that I can to help my students through these
issues. I want my classroom to be an environment where my students
will feel safe and supported (AG 5.1). It is important to me that I learn
how to make this happen in my classroom. I want my students to be
engaged in active learning and feel like they belong. This cannot
happen when bullying is prevalent. I will do all that I can to learn more
about bullying, and how to prevent it.
Music Education and Mentoring as Intervention for At-Risk
Urban Adolescents
Some factors that contribute to an at-risk adolescent are single-parent
households, a parental divorce during their time in school, and being
from a low-income family, among other things (Berk & Meyers, 2016).
At risk students have been a concern for a while, and at-risk students
are less likely to graduate, and learn the necessary skills to fit into
Monica Tripp
Page 12
daily life both during school and afterwards in regular life (Shields,
2001). This article is all about proving that the arts, specifically music
education, are vital to reaching at-risk students (Shields, 2001). This
study is specifically studying the effects of music on at-risk students
sense of self-esteem and worth (Shields, 2001). In this study, the
students are given access to participate in performance group and
general music classes, while also receiving mentoring from their music
teacher outside of class (Shields, 2001). The mentoring was based on
mutual respect, encouragement, and knowledge that can pass from
teacher to student (Shields, 2001). There was significant increase in
the students self-perception of their musical competence from before
the study and after (Shields, 2001). There was also an increase in their
views of social acceptance, though it was not as significant as the
change in their views of musical competency (Shields, 2001). There
was an increase of from the amount of students who ranked music as
important before the study (76%) and after the study (82%) (Shields,
2001). During interviews after the study, students said that their
participation in these ensembles had brought them happiness, a sense
of pride, and they benefited socially and had a lot of fun with the
experience (Shields, 2001). In conclusion, this study showed that music
is a great outlet for at-risk students, and it provides an environment
where they feel safe to try new things that end up bringing them
happiness and a sense of pride about what they have accomplished
Monica Tripp
Page 13
(Shields, 2001). The overall progress of the students throughout the

entire study was positive, with a few bumps in the road because of the
struggles of having so many at-risk students in one classroom (Shields,
2001). Their exposure to music was positive, and the mentoring
process was very rewarding, helping the students learn to correct
negative behaviors and have more emotional control (Shields, 2001).
Learning how to work with at-risk students and have a positive
outcome of the experience is definitely something that I need a solid
understanding of. Being a music teacher, I will most likely have a few
at-risk students in each of my classes. Knowing that factors that go
into being at-risk, such as coming from poverty, single parent homes,
and being children of divorce or child abuse is important to know as a
teacher. Understanding these factors and applying that knowledge to
my teaching will help all of my students be able to relate to the
material being taught (AG 2.10). I also want to make sure that my
lessons are responsive to the strengths, experiences, and needs of
each of my students. Especially concerning at-risk students, their areas
of strength and their needs could be very different from the rest of my
students. I want to be able to work effectively in any environment, and
to be able to ensure that all of my students are learning and growing
(AG 5.3). By educating myself on the special needs of at-risk students,
Monica Tripp
Page 14
I can be sure to know how to handle a classroom with students from a

wide variety of backgrounds.
Teachers: On Being (Rather than Doing) Prevention
Eating disorders stem from a lack of positive body image, which means
how students see themselves, and what attitude they have towards
their physical appearance (Berk & Meyer). This article is encouraging
teachers to have a bigger role in the prevention of eating disorders
among their students (Piran, 2004). Teachers can play a huge role in
eating disorder prevention because they are some of the most
influential people when it comes to informing children about different
health promotions (Piran, 2004). One of the reasons that there seems
to be lack of teacher involvement in eating disorder prevention is that
our society values academic knowledge over practical-based
knowledge, therefore placing maximum importance on school work
instead of the daily struggles students are going through (Piran, 2004).
This study suggests a lot of different ways for teachers to get involved,
the first being to better inform their students about prejudices and
misconceptions that negatively impact how a student views their body
(Piran, 2004). Having a negative view of your body can significantly
affect your social life, and will have a negative impact on how
successfully the student will overcome different social barriers (Piran,
2004). Teachers are recommended to be more honest with their
Monica Tripp
Page 15
students about their previous body image struggles, and to provide

mentoring and role modeling about healthy self-image and body
acceptance (Piran, 2004). Teachers can bring these issues to light, and
even change the way they run their classroom to make it a safer and
more accepting place, trying to counter the social norms in our culture
about what is best (Piran, 2004). By understanding their own
experiences, teachers can integrate eating disorder prevention tactics
in their daily interactions with their students (Piran, 2004).
As a student, I can completely relate to this article, and I really
understand the prevalence of negative body image issues affecting the
majority of students. As a future teacher, I think this is something that
is of the utmost importance to integrate into my classroom. I want my
students to understand the significance of having a positive view of
yourself, and the negative things that can stem out of body image
problems. Eating disorders are a very real thing, and are not something
to be taken lightly. I want to be an advocate for more programs in
schools that can raise awareness about eating disorders and good
prevention tactics. Teachers can be so influential, as they are with the
same kids for 40 hours a week. Positive self-image is something that is
very important for the students to develop to have positive social and
emotional skills, as well as have a healthy view of their physical
development. Understanding what factors in the home, school, and
Monica Tripp
Page 16
community can be changed to be conducive to positive body image is

vital to the prevention of eating disorders (AG 1.1). I can work to
understand my own struggles with body image, and then convey that
to my students to provide them with mentoring, and I can be a positive
role model that can express to them that these issues can be
conquered.
School Climate, Family Structure, and Academic Achievement:
A Study of Moderation Effects
When teachers are caring and emphasize overall learning instead of
getting good grades, their students seem to have a view that they can
increase their success through trying harder and putting in more effort,
which leads to a healthy view of ability and achievement (Berk &
Meyer, 2016). In this study, the researchers wanted to see how the
school atmosphere could counteract the students home life, and how
the relationship between those two things would influence their
academic achievement (OMalley, Voight, Renshaw, & Eklund, 2015).
They studied 902 public high schools in California, and received
responses from over 490,000 students in grades 9 and 11 (OMalley et
al., 2015). They found that students who viewed their school
environment as positive had higher GPAs, regardless of their family
structure (OMalley et al., 2015). They also found that students GPAs
steadily improved from homeless families, single parent, and two-
Monica Tripp
Page 17
parent families as the family conditions improved (OMalley et al.,

2015). Something interesting that they found was that a positive
school environment had a stronger correlation with a higher GPA for
students who were homeless and from single parent homes, meaning
that a positive view of school can really benefit these students, despite
coming from rough home situations (OMalley et al., 2015). In
conclusion, this study really emphasizes the importance of creating
and maintaining a positive school environment, as this can be
especially helpful for students who come from less than ideal family
structures (OMalley et al., 2015).
Longitudinal Effects of Group Music Instruction on Literacy
Skills in Low-Income Children
Any experience that offers children opportunities to isolate the sounds
in words help students develop phonological awareness, which leads to
literacy knowledge and reading and spelling achievement (Berk &
Meyer, 2016). Music is a great avenue to accomplish this, and it can
have even greater benefits for students from low-income backgrounds
(Slater, Strait, Skoe, OConnell, Thompson, & Kraus, 2014). According
to this study, children from low-socioeconomic backgrounds fall further
behind progressively when compared to their higher-income peers over
the course of their education (Slater et. al., 2014). Since music has
long been associated with enhanced language and learning skills, this
Monica Tripp
Page 18
study suggests that involving low-income students in music programs

can help these students stay on track academically (Slater et. al.,
2014). This research was conducted on Spanish-English bilingual
children in Los Angeles (Slater et. al., 2014). One group of children was
put in a group that received music training to influence their literacy
skills, while another group did not receive music training (Slater et. al.,
2014). The group of children who did receive music training maintained
the appropriate level of reading performance for their age level (Slater
et. al., 2014). The group who did not receive musical training
deteriorated in their reading performance skills, which means that they
stayed consistent with the expected academic decline for students
from low-income backgrounds (Slater et. al., 2014). The results of this
study show that music programs teach skills that can help children of
low-socioeconomic status develop better literacy skills (Slater et. al.,
2014).
Teaching Students With Learning Disabilities: Perceptions of a
First-Year Teacher
A learning disability can be defined as having great difficulty with one
or more aspects of learning, and the most common learning disability
is reading (Berk &Meyers, 2016). Something that is very important to
do is to take advantage of outside help that can be offered through the
school (Busch, Pederson, Espin, & Weissenburger, 2001). For this
Monica Tripp
Page 19
teacher, having a reading specialist outside of school come in and help

a struggling student one-on-one gave the teacher more time to focus
on the other students, and gave her valuable information that she
learned from the specialist on how to help her other students in the
future (Busch et. al., 2001). It was also proven that having high
expectations for your students and being willing to help them achieve
them could be very influential in their academic success (Busch et. al.,
2001). Having a teacher backing them through different struggles is
encouraging and motivating for the student, and the encouragement
from other teachers noticing the students improvement is motivating
for the teacher as well (Busch et. al., 2001). When working with
students that have learning disabilities, it is important to take time to
make sure that your curriculum matches up with their Individualized
Education Program, as this will help the students to progress at a rate
that is ideal for their academic success (Busch et. al., 2001). This
article also emphasizes the importance of inclusion, which means that
students with learning disabilities are integrated into general education
classrooms unless they need specialized help in a certain area of
academics (Busch et. al., 2001). Inclusion really benefits students who
are motivated and have positive attitudes, as they desire to work hard
in their general classes and excel in their specialized classes with the
special education teacher (Busch et. al., 2001).
Reflections
Monica Tripp
Page 20
To me, expertise means that you are above and beyond the average
knowledge of a certain subject. You have studied something in depth
for an extended period of time, allowing you to learn more about it and
have a deeper understanding. For example, professors here are given
jobs in certain departments over others because they have expertise in
that area. If someone has studied psychology for years, and has
multiple degrees in it, they are not going to put that person in the
music department. They will use them in the area that they have
expertise in, so that they can impart that knowledge to others who
desire expertise in that area as well. It is very important for teachers to
understand how students develop physically, cognitively, socially, and
emotionally. If they do not have a basic understanding of these
concepts, it will be a lot harder for them to create a classroom
environment and structure that will be effective. When they consider
these factors before making a decision on how to teach a certain
concept, they can better be able to figure out which approach would be
the most effective and applicable to the stage of life that their students
are currently going through. When teachers can recognize the different
levels that their students are at, they can help the students succeed
better. If students are struggling, they can offer after school help or
recommend a tutor. If students are excelling, they can praise them and
offer them harder work to try. Being able to identify these levels of
Monica Tripp
Page 21
learning equips the teacher to help each student get the most out of
their learning experience (AG 2).
I think a weakness that I have would be the idea of being able to meet
each student where they are at their learning level. I have a general
idea of how to tell if a student is behind or excelling, but the idea of
being able to have a way of helping each student in an individualized
way seems confusing to me. I definitely think that the rest of my
teaching methods classes will help me out in this area. We are already
talking about basic teaching techniques, and I am sure that this will
come up either this semester, or in another methods class. I could also
attend a NAfME conference, or read NAfME articles that are published
to educate myself on new teaching methods as they are developed.
For continuing my education, I think I want to begin teaching right out
of college. If I end up having a family, I think that after my kids get
older I would love to go back to school to get my masters in music
education, and begin teaching at the collegiate level.
Engagement is a very important thing to have in all classrooms. It is

important that my instruction as a teacher is meeting the
developmental needs of my students so that they can continue
progressing. It will also help them be able to utilize all of the abilities
that they have. It could even help my students discover new areas of
skill that they did not know they possessed. It is important for me as a
Monica Tripp
Page 22
teacher to be able to stimulate prior knowledge and connect new ideas

to ideas that are already familiar to my students. This is an excellent
way to learn, and learning by linking the old with the new helps
develop a deeper understanding, and a longer period of retaining the
information. Making connections with what is being taught in the
classroom and their experiences provide opportunities for engagement
because it makes the material being covered more relatable and
applicable to the student. It is also important that I encourage students
to take responsibility of their own learning so that they can take
ownership of what they accomplish. It means nothing if I do everything
for them. It is important that thinking is the basis of any activity in the
classroom. This will ensure that all activities are beneficial and are
having the most academic influence that can happen in each activity.
Discussion is also an important aspect of a high-functioning classroom.
Having the students answering, either orally or written response,
allows the teacher to listen and assess the students' understanding.
Students can learn from each others opinions, and the teacher can
check for understanding while the students discuss (AG 5).
A weakness of mine in this area would be making sure that all activities
have an intellectual base behind them. I make sure that there is a point
for all of my activities, but I think that I can make them a lot more
academics focused than some have been. Currently, I am vice
president of the Ball State chapter of ACDA, or American Choral
Monica Tripp
Page 23
Directors Association. I think this helps me tremendously, and I am also

a member of NAfME, or National Association for Music Educators.
Through both of these organizations, I can attend a variety of
workshops and seminars about things that apply directly to me as a
future music educator. NAfME has a journal that they publish and I am
subscribed to it. Reading those articles is very helpful, and there is a
lot of great information that can apply to teaching music.
Context is important because it really emphasizes that teaching is not

just one thing. To have teaching and learning both be effective, context
is necessary. It is important as a professional to appreciate individual
variation within each area of development. This is valuable to
recognize so that I can, as a teacher, be able to meet the needs of
each of my students, not just the ones who learn a certain way. If I can
vary the context in which I teach my lessons, I can more effectively
reach all of my students, and bring them to a point of understanding
the material being covered in class. When I show respect for the
diverse talents that I see in my students, I help them feel like what
they are passionate about is valid and beneficial. It gives them a sense
of accomplishment, and helps them to develop more self-esteem. It is
also important to be committed to helping your students. As a teacher,
you are the students' role model and source of approval. They need to
know that you are on their side, and that you are rooting for them to
Monica Tripp
Page 24
succeed. This will give them more confidence, and help them feel more
comfortable trying new things in the classroom. Something else that is
a valuable concept to apply in the classroom is to use the student's
strength as a basis for growth. When you build off of what the student
already knows, or can do, it gives them more confidence when they
have to apply new things to what they know. They are better able to
understand the new material when it references older material they
already understand. Along with this idea, is the principle of using errors
as an opportunity for learning. Instead of making a student feel bad
about a mistake, use that error as a way to explain the concept in a
new way, or allow the student to ask any questions that they have.
This will help the student feel safe, and help them learn that making
mistakes is okay. It will teach them how to manage doing something
wrong, and figuring out a good way to make things right again (AG 1).
A weakness that I have in this area is recognizing all of the individual
ways that students can learn and understand different concepts. I need
to learn a lot more about how students learn, and the best methods to
teach those students in a way that they can understand and learn
from. A goal for professional development in this area would be to
continue my involvement in NAfME. This organization publishes regular
magazines that have a lot of helpful teaching tips that are specifically
for music educators. They also host many different conferences.
Attending these conferences will help me learn new methods of
Monica Tripp
Page 25
teaching, and find ways of teaching concepts that work better than
others. Staying current and involved with my professional development
as a teacher will help me to better be able to meet the needs of my
students.
References
Berk, L., & Meyers, A. (201216). Infants, children, and adolescents. (8th
ed., p. 338, 438, 461, 465, 479, 492, 532, 577, 614), Boston,
Massachusetts: Pearson Education Inc.
Busch, T. W., Pederson, K., Espin, C. A., & Weissenburger, J. W. (2001).
Teaching students with learning disabilities: Perceptions of a firstyear teacher. The Journal Of Special Education, 35(2), 92-99.
doi:10.1177/002246690103500204
Gooding, L. (2009). Enhancing Social Competence in the Music
Classroom. General Music Today, 23(1), 35-38.
doi:10.1177/1048371309342531
Hymel, S., & Swearer, S. M. (2015). Four Decades of Research on
School Bullying.American Psychologist, 70(4), 293-299.
doi:10.1037/a0038928
Miell, D., & MacDonald, R. (2000). Children's creative collaborations:
The importance of friendship when working together on a
Monica Tripp
Page 26
musical composition. Social Development, 9(3), 348-369.

doi:10.1111/1467-9507.00130
OMalley, M., Voight, A., Renshaw, T. L., & Eklund, K. (2015). School
climate, family structure, and academic achievement: A study of
moderation effects. School Psychology Quarterly, 30(1), 142-157.
doi:10.1037/spq0000076
Piran, N. (2004). Teachers: On 'Being' (Rather than 'Doing')
Prevention. Eating Disorders: The Journal Of Treatment &
Prevention, 12(1), 1-9. doi:10.1080/10640260490267724
Shields, C. (2001). Music education and mentoring as intervention for
at-risk urban adolescents: Their self-perceptions, opinions, and
attitudes. Journal Of Research In Music Education, 49(3), 273286. doi:10.2307/3345712
Slater, J., Strait, D. L., Skoe, E., O'Connell, S., Thompson, E., & Kraus, N.
(2014). Longitudinal effects of group music instruction on literacy
skills in low-income children. Plos ONE, 9(11),
Taylor, H. E., & Larson, S. (1998). Teaching children with ADHD -- what
do elementary and.. Social Studies, 89(4), 161.
Monica Tripp
Page 27
All Grade Standards and Sub-standards References

Standard 1: Student Development and Diversity
Teachers of grades P-12 have a broad and comprehensive
understanding of student development and diversity and
demonstrate the ability to provide instruction that is responsive
to student differences and that promote development and
learning for all students.
1.1
Major concepts, theories , and processes related to the cognitive,

linguistic, social, emotional, physical, and moral development of
students in grades P-12, and factors in the home, school,
community, and broader environment that influence student
development.
Monica Tripp
1.2
Page 28
Knowledge of students developmental characteristics and

developmental variation, and the ability to use this knowledge to
inform instructional decision-making and promote student
success.
1.3
Typical developmental challenges for students from early

childhood through grade 12 (e.g., in relation to independence,
self-esteem, peer interactions, physical development, selfdirection, decision making, goal setting, involvement in risky
behaviors, and identity formation) and the ability to help
students address these challenges.
Standard 2: Learning Process

Teacher of grades P-12 have a broad and comprehensive
understanding of learning processes and demonstrate the ability
to facilitate student achievement.
2.4
Knowledge of the role of positive relationships and supportive

interactions as a crucial foundation for working with children,
with a focus on childrens individual characteristics, needs, and
interests.
2.5
Knowledge of how student learning is influenced by different

types of instructional practices and teacher behaviors, and the
ability to use this knowledge to promote learning for all students.
2.10 Knowledge of how various individual factors (e.g., prior learning

and experiences, interests, talents) and factors in the home,
Monica Tripp
Page 29
school, and community influence learning processes, and the

ability to use this knowledge to improve teaching effectiveness
and learning outcomes.
Standard 5: Learning Environment
Teachers of grades P-12 have a broad and comprehensive
understanding of student learning environments and
demonstrate the ability to establish positive, productive, wellmanaged, and safe learning environments for all students.
5.1
the ability to create safe, healthy, supportive, and inclusive

learning environments, including indoor and outdoor
environments, that encourage all students engagement,
collaboration, and sense of belonging.
5.3
The ability to plan and adapt developmentally appropriate

learning environments that reflect cultural competency; are
responsive to the characteristics, strengths, experiences, and
needs of each students; and promote all students development
and learning.
5.5
Knowledge of developmentally appropriate classroom

management approaches and positive guidance techniques,
including relationships between specific practices and student
learning, attitudes, and behaviors, and the ability to use this
knowledge to create an organized, positive, and productive
learning environment that maximizes students time on task;
Monica Tripp
Page 30
facilitates learning; and encourages student self-regulation,

responsibility, and accountability.

Developmental Standards Project

Transféré par

Informations du document

Description originale:

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Developmental Standards Project

Transféré par

Droits d'auteur :

Formats disponibles

Monica Tripp