MUSIC 23241: MUSIC TEACHING AS A PROFESSION
Mr. Marcus L. Neiman, Assistant Professor
Kent State University School of Music
Fall, 2011
CRN: 200910 – Section number: 001 – Class Days: TR 7:45a – 8:35 am - Classroom: SOM E202
Office: Band Office - 330.672.2965 - Telephone: 330.672.2965 (Kent Campus) - E-mail: mneiman@kent.edu
Office Hours: TR 9:00 – 9:55 am (Additional hours available by appointment)
BlackBoard and Text Readings
Submitted by: Ryan Michael Critchfield
Submitted for: Mr. Marcus L. Neiman, lecturer
Date: September 29, 2011
Association for supervision and curriculum development, Best of 2003-2004, Pages 2-7.
The Marzanos’ article deals with how to keep a classroom under control and create a stable learning environment. The research they used suggests that teachers that have good relationships with their students had 31% fewer discipline problems (Pg. 2), but they are quick to point out that a good relationship does not have to include being the students friend. They focus their article on three characteristics a teacher should exhibit; exhibiting an appropriate level of dominance, exhibiting appropriate levels of cooperation, and being aware of high needs students.
Their definition of dominance is the teacher’s ability to provide clear purpose and strong guidance (Pg. 3). They can get this simply by having clear expectations and being assertive with their students. Like Bauer, they emphasize strictness on rules and policies, and making expectations clear for the students. They even suggest providing rewards for students who behave, such as tokens. To be an assertive teacher, have an erect posture for example, and make it clear, without saying much if anything, who is in charge of the classroom. One cannot ignore bad behavior, and it must be taken care of appropriately. With cooperation, they stress that while rules and behavior are strict, the goals should be flexible, so that the students do not feel overwhelmed if the teacher sets the bar too high. This flexibility also pertains to special needs students. A teacher must also take an interest in their students, and want them to succeed.
This article was interesting on its analysis of the concept of dominance. It took away the iron fist concept of the word, and replaced it with a rigid statue in my mind. Something big that needs respected, but standing for more than just the rule of the classroom. Like most of the other articles, this will help guide me as I teach my class, but this one had an extra emphasis on children with special needs. It did nottalk just about children with diagnosed disorders, but also children with social awkwardness and smaller, but important needs. Even students that they categorize as perfectionists, those that seek goals far too high for them at their level, they say are not always good, as when they do not reach their goal, they have low self esteem. I always thought it was good to have a student shoot for the moon with their goals, but after reading this article, I think that maybe if it is too big, they should be talked down, and save that goal for later. Another important need students may face is fear with relationships with the teacher, or anyone. This one was not one I thought of, but if a student wants to be involved with the music, but not with me or anyone in the class, they are missing the joy of big environments like band and orchestra and choir. You should at least try to get them involved, or nudge a fellow student to get them to get involved. No one should be left out of a group, but it is even worse when the student keeps themselves out.
