Here are a few tips and tricks I have picked up over the years that I wish I had known when I first started teaching. I certainly make no claim to have invented any of these; rather they are a few things I have cherry picked by observing master teachers and from various professional development sessions.
Speaking of which, perhaps the best advice I can give is to observe master teachers. Music teachers are best, but you can learn by observing great teachers in other disciplines as well. At most schools you are the (only) music teacher, so get out there on your prep time and visit music teachers at other sites. Good teachers are always happy to invite you in their classroom. And if a teacher is uncomfortable with you observing their class, that’s probably not a teacher you want to observe anyway.
On with the list.
Number One: Learn Names
Learn the kids’ names as soon as possible and use them often. I just so happen to be really good at learning names, but if you are not figure out ways to do it. Consider having the kids wear nametags. You could even create branded nametags or lanyards with your school or band logo that the kids wear the first few weeks. This will not only help you learn their names, but the other students as well.
Number Two: Eye Contact
Use lots of eye contact. Put a sticky note on your podium that just says “EYE CONTACT.” Learn your method books and do your score study so you can spend less time staring at your music and more time connecting with the students. The kids need this just as much as you do. More, probably.
Number Three: Kids Cannot Talk While They Are Playing
Resist the urge to talk over students who are talking. If they’re talking while you’re talking, just stop and wait. It’s hard, but do it. Be patient. It will get better.
If a kid just can’t seem to stop talking, without interrupting the lesson/rehearsal silently gesture to them to stand up. I can almost guarantee that they will stop talking the moment they’re standing. You can then gesture to them to sit again after an appropriate amount of time (usually no more than a minute or two).
Another technique worth its weight in gold is “The Thumb.” Train the kids that when you show them “thumbs up” they stand up and stare at “the dot.” At first, this can be a literal dot that you put on the board behind the podium, above eye level. Eventually, it will just be imaginary. Wait however long it takes for kids to get quiet and focused. This may be awkwardly long. Or it may just be a quick refocus. It works.
And remember the most important thing of all: kids cannot talk while they have instruments on their faces so keep them playing!
Number Four: Be Mindful of Workload
Go easy on the homework. Ask yourself, “Is this homework necessary? Is it meaningful? Or is it just ‘busy work’?” Remember, kids have at least five other classes with homework, sports practices, activities, etc., and some of them may even have childcare duties. Generally, the only homework I assign is to practice. And by the way, you also have to teach them how to practice. They almost certainly do not know.
Number Five: Delegate Delegate Delegate
If you don’t need a degree in music education to do it, someone else should be doing it. Kids want to be helpful. Assign jobs and duties and/or ask for volunteers. Teach the kids how to set up and strike chairs and music stands. Have them fold programs. Empower the students to take ownership over certain aspects of the program. It’s a win-win.
Number Six: Establish Routines & Procedures
This should probably be Number One. Take the time to establish and reinforce routines and procedures. Do not get mad or upset when students don’t follow them at first. They’re not doing it on purpose, they’re just forgetting. Remember, they have at least five other teachers each with different routines and procedures. Routines and procedures are different from rules and need to be practiced over and over again until they become ingrained.
By the way, you should really only have one rule in your class: Do nothing that impedes, hinders, or otherwise obstructs the teacher from teaching, other students from learning, or the right of others to an education. I could write a whole essay on this alone.
Number Seven: Have High Expectations
Be crystal clear about expectations and be 100% committed to them. Will kids always live up to your expectations? Of course not! But generally they will rise to whatever level you set the bar. If you set the bar low, they will work just hard enough to clear the bar. If you set the bar high, they will work harder.
Number Eight: Know the Difference Between Rules vs. Expectations
Understand the difference between a rule (e.g. no gum) and an expectation (be prepared for rehearsal) and be sure the kids do too. Students should not be punished for not following an expectation.
Number Nine: Focus Your Attention
Give attention and reinforcement to the behaviors you want and ignore behaviors that you do not want. Obviously, sometimes you do have to directly and promptly address undesired behaviors; just use discretion. During class/rehearsal, give your attention and energy to the kids who want to be there and want to learn and whenever possible deal with problem behaviors after class. Remember: praise in public, reprimand (if necessary) in private. This can be hard and you may not always succeed; give yourself grace.
Number Ten: Get Off the Podium
Get off the podium and move around the class. This will help you connect with the kids more, hold them accountable for their performance during rehearsal, and see and hear problems that you did not notice from the podium. Also, simple proximity goes a long way towards preventing and eliminating a lot of behavior problems without even having to directly address them head-on.
Questions? Hit me up and I’ll be more than happy to help in any way that I can.
