By Carolyn Sharpe
Over the last few years, it has become more and more challenging for teachers to cultivate a respectful classroom environment. Veterans and new teachers alike are struggling to keep a productive, pleasant, and respectful classroom environment. As much as we wish there were, there is no magic formula that works every time to create the classroom environment of your dreams, but there are many things that can help. In this article, you will find tried and true tips. Try them, adapt them, and make them your own.
ESTABLISHING CLEAR EXPECTATIONS
As much as it may seem like a “boring” first day lesson, in my experience it is 100% worth the time to spend the first music class discussing your routines and expectations for a smooth and respectful classroom. A discussion about respect in the classroom is a bit more serious on the first day. I often tell stories about students I have had in the past (without mentioning any names of course!) who were self-conscious about making music in front of others because of careless comments from family members about their ability. Students need to know how very important it is not only to not disrespect one another, but also how important it is to encourage one another about making music.
When students know your expectations and have clear examples of what that means in your room, you will set the tone and have a solid foundation for building the classroom environment that you want. This doesn’t have to be done in a boring way! In my classroom, I like to emphasize the need for effort and participation in a way that gives students a chance to laugh about what it might look like to not give any effort at all, to give only a little effort, and to give a full effort. When we are silly together about what it looks like to not try at all, it becomes more fun to change that into trying hard.
Musicianship is a very personal part of us as humans, and in order to fully be able to make music, our students have to feel safe even if they make mistakes. A discussion about respect and how we will handle mistakes is a crucial factor in creating that safe environment in our classrooms.
BUILDING RELATIONSHIPS AND COMMUNITY
While it may sound cliche, building a genuinely positive relationship with your students will be the number one way of creating a respectful classroom. I not only expect respect from my students, but I assure them that they will be treated with respect by me and by the other students in the classroom. One of the best ways to do this is to learn their names. As elementary music teachers, we often teach upwards of 500 students a year. The task can seem daunting! I have found it helpful to use seating charts, so that even if I do forget, I can give myself a quick and silent reminder by glancing at the chart.
I also play name games and use name songs often during the first month of school so that I am getting lots of practice (and so are they). Greeting students at the door before they come into the room is a management strategy I use so that I can set the tone before they even enter my classroom. I can give quick directions, but I can also greet students personally as they come in.
EXTRA ENCOURAGEMENT REQUIRED
When I have a student who may need an extra bit of encouragement to follow the group plan, I can do that in a more informal and private way before class starts. Preserving student dignity is crucial to keeping relationships positive, and gentle encouragement before class is one of the strategies I have used to ensure that happens. Students behave better for teachers they feel connected to, so taking a little time before class even begins to make that connection can be a powerful way to foster a positive classroom environment.
USING PACING TO YOUR ADVANTAGE
In an elementary music classroom, we often have multiple things that we do in any given lesson. This is a huge advantage for preventing behavior issues before they arise! A fast-paced lesson that uses many different modalities can avoid boredom or downtime that often leads to disruption. Of course, as teachers we need to use our common sense. If the lesson is so fast-paced that students can’t process or get lost in what is going on, that can become a disadvantage. Sometimes the atmosphere is so fast and fun that the class gets carried away. It’s upon us as music educators to recognize when that is happening and respond accordingly, but by and large, a well-structured lesson with smooth transitions will prevent many behavior problems before they start.
USING LOGICAL AND CALM CONSEQUENCES
No matter how many tricks we have up our sleeves, there will always be some behavior issues. The most effective way to deal with them is to be as matter of fact as possible. This is sometimes the most difficult aspect of our jobs! A calm response is much more likely to defuse the situation. For example, let’s say a student won’t stop blowing into their recorder even though they have been told several times to wait for the group. In this case I would calmly say, “I see you are having a hard time waiting to play the recorder, but it’s making it difficult for the rest of the group to be able to hear and get started. You will need to put your recorder away for a few minutes until I see that you’re ready to follow the group plan.” The student will know that there is a temporary consequence, but there is also a way to rejoin the group by showing they are calm and ready.
Sometimes the behaviors are so widespread in a class that it isn’t appropriate to correct only one or two students. When the behaviors seem to be a class wide issue, I have the class try again until they are able to stand up quietly, line up without running, start class without talking, etc. It’s almost like rehearsing a group for a performance, but instead we are rehearsing the behaviors that will make our music time more effective in the future. It may require some extra effort in the short term, but in the long term, it will be worth it!
ASKING FOR ADVICE
Finally, there will be times when a student or a particular class is a puzzle to us. Don’t be afraid to ask your team what works or doesn’t work for them. Talk to the student’s homeroom teacher. Ask the student’s parents what they see as the best motivators for their child. Asking for help and extra input is a sign of strength and not of weakness.
Above all, remember that what you are doing is worth the tremendous amount of mental effort it requires. Our students need us to give them a safe framework for learning music, and the way that you create that for them will have a lasting benefit in their lives!
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