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Classroom Management Leadership
Classroom Management Leadership
PRELIMINARY CONSIDERATIONS
Preliminary Planning Questions
Your responses
1. What are your key beliefs and values about student behaviour in the
1. I believe that students need to be respectful of both the teacher and the other
music classroom?
students in the classroom. I also believe that they need to be respectful of the
space they are in, and the equipment that they are using. It is important to teach
the students respect, because it goes so far in life, and no one will get very far in
life without learning respect in some form or another.
2. I believe that students should feel safe and comfortable in the classroom, and if
they arent feeling that way, they need to feel like they can come to me as a
teacher and talk things through. I want them to feel like the music classroom is a
safe space. I will not tolerate bullying in any way shape or form in my class.
3. I feel as though it is extremely important for my students to feel as though I
believe in them. Music is something that should bring everyone together, and if
the students do not believe in themselves, I need to be there to believe in them and
their abilities.
2. What expectations are already established in the school re: student
1. Students are to behave in a respectful manner
behaviour (i.e. rules, procedures, routines, policies, general conduct)?
2. Students are to file out the doors in an orderly manner during lunch/ recess
3. Students are to sit and eat their lunch at their desks/ tables
4. Students do not run in the hallways
5. Students do not wear hats in school
etc.
3. What expectations are already established in the music classroom re:
1. Students are to be respectful
student behaviour in the (rules, procedures, routines, policies, general
2. Students are not to talk when the teacher is talking
conduct)?
3. 3 strikes and youre out. (Students fiddling with instruments when they arent
supposed to be get warned twice, the third time they have to put the instrument
away. If they go three days of putting their instruments away they must call their
parents with the teacher on a break.)
4. Students treat their instruments respectfully
5. Teacher and students use PAX (a school implemented behavior plan)
6. Grade 5 band takes stands and chairs out
7. Grade 7,8,9 puts chairs and stands away
8. Students are allowed to noodle on their instruments at the beginning of band to
warm up
9. Students are expected to have fun and joke in class, but are also expected to
work hard
4. What are your Teacher Associates key beliefs and values about student
behaviour in the music classroom?
9. Who will determine the rules? Teacher? Students? Teacher and students?
make sure that my students know that I am their teacher- not their friend. I am
there to teach them a lesson, and am not there to goof around, so when I need to
enforce my rules, I will without hesitation.
1. I will first look at the student and maintain eye contact so that they know I am
paying attention to what they are doing
2. I will then walk towards the student, and put my hand on their desk without
saying anything. Just so they know Ive noticed.
3. I will then kneel down next to the student and ask them to please get back to
their work
4. I will then tell the student that there will be a consequence the next time I have
to talk to them.
5. I will then take away a privilege or have a consequence for my student who
keeps talking.
1. Grade 5 band takes stands and chairs out
2. Grade 7,8,9 puts chairs and stands away
3. Students are allowed to noodle on their instruments at the beginning of band to
warm up
1. When the teacher is at the podium ready to teach, students are to be listening
and ready to play.
2. Teacher will welcome their students to the class, and make any announcements
that are necessary.
3. Teacher will go through a warm up before beginning playing.
1. Students are to be respectful
2. Students are not to talk when the teacher is talking
3. 3 strikes and youre out. (Students fiddling with instruments when they arent
supposed to be get warned twice, the third time they have to put the instrument
away. If they go three days of putting their instruments away they must call their
parents with the teacher on a break.)
4. Students treat their instruments respectfully
5. Teacher and students use PAX (a school implemented behavior plan)
6. Grade 5 band takes stands and chairs out
7. Grade 7,8,9 puts chairs and stands away
8. Students are allowed to noodle on their instruments at the beginning of band to
warm up
9. Students are expected to have fun and joke in class, but are also expected to
work hard
I believe that the teacher needs to ask the students their opinions on rules,
especially in the older grades. That way, the students will feel as though they are
involved in the process, and will be less likely to forget what the rules and
regulations are. This should also keep them accountable as they carry on in the
classes. I do however, believe that the teacher needs to have a fair amount of
control over the rules, discuss them with the class, but in the end be the one who
created them.
10. How will you ensure that your students know your expectations re:
1. I will make sure that the rules and expectations are discussed with the students
rules, procedures, policies and routines?
within the first two lessons. With the younger students, I will continuously repeat
the rules before the lessons for at least a little while, so that they get used to new
rules with a new teacher.
2. That way, it also seems fair for all the students that I am not asking them to
constantly remember my rules. By repeating the rules for a while, they will
remember them throughout each class.
BUILDING RELATIONSHIPS
Considerations
Proactive strategies you will take to address this issue
1. How will you introduce yourself to the students on the first day?
1. I will introduce myself as Ms. Cooper, talk to them about what I will be
teaching.
2. I will talk to them about myself a little bit so that they know who I am a bit.
2. How will you learn students names?
1. I will make sure to play fun and simple name games with the younger grades.
That will help me learn their names through constant repetition.
2. With the older students, I will get them to introduce themselves and tell me
something interesting about themselves so that I can learn a little about them.
3. How will you get to know your students as individuals?
1. I will make sure to talk to the students about things that they enjoy, and
continuously ask them about it when I see them In the hallway/ in class.
2. I will make sure my students get to know what I like so that they get to know
me as an individual as well.
4. How will your students get to know you as a person?
1. I will make sure my students get to know what I like so that they get to know
me as an individual as well.
5. How will you establish a sense of community?
1. I think that to establish a sense of community, it is first important to have a
relationship with your students, and prove to them that you want to create a
community and that you care about being there and teaching them.
2. I plan to make sure that there is no form of bullying whatsoever in my
classroom. By having this rule in place, the students should be able to feel
comfortable around each other. I will also make sure to have an open door policy
that the students know that I am there for them if they need someone to confide in
or talk to during the day. This will help the students know that I do care about
each one of them, and that I do not pick favourites, which in turn should help the
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Criteria
Responses to Preliminary Questions are well researched (i.e. have complete and accurate answers
regarding TA and school), well conceived, and demonstrate maturity in judgment.
Where appropriate, strategies listed are proactive (i.e. anticipate and solve problems before they
occur).
The strategies are well-conceived, well thought out, and demonstrate maturity in judgment
(e.g. logical consequences, firm, fair, consistent).
The strategies identified reflect current thinking and research in classroom management and
are potentially effective approaches to leading and managing in classrooms.
The strategies identified to address personal and contextual variables reflect awareness of
context, proactivity, and/or sensitivity to the situation.
Comments: