How will you create a learning environment that is conducive for learning?
Now consider your CSEL case study. Develop a full continuum of responses for dealing with the misbehavior of your case (ignoring through dealing with serious and repetitive infractions).
I would like to create a learning environment that is conducive for learning in several ways. First of all, being a future band teacher, the band room needs to be organized and neat. If the band room is a mess, it is possible that the mess around the room can interfere with rehearsal. If the percussion area is not neatly organized, then it is likely that percussionists will have difficulty finding auxiliary instruments that are not often used. Having the percussion area organized avoids the situation of ""Percussion, why is nobody playing the finger cymbal part?" "We can't find the finger cymbals, we had them last week but now they are gone."" A moment like this can bring a rehearsal to an immediate standstill. The instrument storage areas also need to be kept clean and organized. If the instrument storage areas are messy, it is more likely that an instrument will somehow get damaged or become unplayable in some way, whether someone trips and drops it, or if it just isn't maintained. Any time a student's instrument spends in the repair shop, is time that the student is not getting any better.
Also, the types of posters around the room can really add to the learning environment. I feel that it is good to have posters featuring famous performers and performing groups, to help with the intrinsic motivation mentioned in the last blog post. Poster and flyers from college bands are also a great idea, as many of the senior band members will be looking forward to playing at the collegiate level, and the more info the director can provide on different colleges, the more informed decision a student can make. Many of the college band programs will send flyers about their program, including performance and audition dates.
It is also important to keep a board with current events on it. This board should include what pieces will be rehearsed during each day's rehearsal. This not only benefits the students, who can get their music ready before the director tells them what to play and the percussion can get their instruments in position and ready, but also the director, as a layout for the rehearsal. Often times, a director will get bogged down trying to rehearse one section that isn't as good as it could be, but ends up running out of time before getting to other parts. Listing the rehearsal order on the board can help this problem and keep rehearsal moving. Another good idea for the board is to include upcoming events. If a nearby college or other performing group is putting on a concert, post it so the students can attend. Many students want to attend concerts when they know they are happening. Hearing performing groups is a big part of improving musicianship.
In the band classroom, the rules are usually set in stone at the beginning of the semester through the band handbook. This is given to students and covers everything the student should know or be required to know for the class. The band handbook is sent home with the students at the beginning of the school year and is to be signed by student and parent, stating that they understand the rules and consequences of the band program. The band handbook has been a part of band for as long as band has been a part of school. All disciplinary acts should be defined and labeled with a consequence, and no exemptions should be made unless stated in the handbook. This usually only applies to major issues, such as missing a performance. As far as matters of daily misbehaving, it is difficult to manage with a larger ensemble. In most circumstances, other band members will tell another band member to stop talking or goofing around, because these band members want to get better and need every member of the band participating. I find that telling the student to stop talking and pay attention is efficient for most band students, but on occasion more drastic measures must be taken. From observation in my field experience classes, the director may ask a student who is not paying attention to repeat the last instruction. During one observation, a student actually got into an argument with the director, to which the director sent the student to his office to calm down. After class, the student apologized and talked through the issue with the director. I feel that overall, the action required depends on the student. Some students just need a glance to straighten up, while some require removal from the rehearsal. In most circumstances, the students in the band choose to be in band because they enjoy it, and will pay attention because they desire to improve.
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