Hi everyone! It's Jamie. Each year, I am reminded about the importance of setting
expectations for my students. It is so easy to assume that my kids know how to
get supplies, transition to different activities, and interact with each other peacefully.
I can tell immediately when I have not done a good enough job setting an
activity for success—we’ve all been there! I try my hardest to predict possible
opportunities for students to become disengaged, and I’d like to share some
ways to set procedures so that this does not happen:
(Thanks to Creative Clips for the graphics.)
1. How to Make a
Circle:
·
My students sit in rows when they come into
music class, but we often have to transition to circles for singing games, folk
dances, and other activities. It is my goal that students make their circle
quickly and efficiently, without wasting class time. Here are some steps I
take:
o
At the beginning of the year, have students
practice making a circle. Remind students to use walking feet. See how quickly
each class can make a circle in an appropriate way.
o
Use non-verbal cues to let the students know it
is time to make a circle. For example, after singing through a song that has a
circle game, put your hands up and make a circle motion. Teach the students
that this means, “Stand up and go to your circle.” Then, once the students are
at a circle, either show them to stand or sit with hand motions.
o
When transitioning back to row spots, keep the
students engaged. Give them a job to do:
- Step the beat as they sing the song
- Step the beat and clap the rhythm at the same time
- Inner hear the song as they march the beat. At a given signal, have them sing the song out loud.
2. “Connecting”
·
In my class, we connect (hold hands) all of the
time. I never use the term “hold hands.” Instead, I say, “connect.” Teach the
students how to connect with each other:
o
Connect lightly without squeezing
o
Connect with the whole hand (no pinky or sleeve
connecting)
·
When teaching the older students how to connect
hands, I start with a game in which their connections are a vital part of the
game. One game I like to use is Dance Josey:
·
In this game, if students don’t connect, the
farmers can get through multiple places in the circle. The game is literally
ruined if all students aren’t connecting appropriately.
3. Turns:
·
In my class, we don’t have time to play a game
until everyone gets a turn. I have to teach my students from the earliest age
that you might get a turn today, but you might also have to wait until the next
time to get a turn.
·
One way I choose “it” is through this simple
chant:
Acka backa soda cracker, acka backa boo
Acka
backa soda cracker, out goes you!
·
I also tell the students before we start,
“Today, we have time for 5 rounds of this game.”
·
Before the last round, I will always tell the
students, “This is our final time.”
·
While some students have a hard time with turns
at the beginning of the year, they will get used to it if you use the same
process each time!
4. Choosing a Partner:
·
There are many times in my class that students
need a partner to work/play with. Before we do any partner work, we always
practice the steps of getting a partner:
o
Walk up to a friend you’d like to have as a
partner. Ask, “Will you be my partner?”
o
The answer to this question in my classroom is
always, “OK.”
o
At a given cue (I will normally play an
instrument to get the students’ attention), raise your hand if you don’t have a
partner. Find another kid with his/her hand in the air.
o
If the class has an odd number of students, you
(the teacher) should be partners with the last student if doing a partner game.
If working with manipulatives/doing other small group work, have the student
join another pair to make a group of three.
5. Transitioning to get Supplies/Instruments:
·
Again, I want any transition to be quick and
effective. Teach the students how to get instruments out, how to put
instruments in rest position, and how to wait for directions. If using papers
and pencils, have a routine for passing out supplies.
·
As the students are getting any supplies out,
keep them engaged by continuing to sing:
o
Continue singing the song they are working on
o
Echo melodic/rhythmic patterns
o
Have the students decode patterns as they get
supplies out (tap/hum a pattern and the students respond back with solfége or
rhythm language)
.jpg)
No comments