Balance between Extra-Curricular Activities and Academics

                 Extra-curricular activities are a wonderful way of keeping kids physically active, making friends and also keeping them away from trouble.  If we look at the term Student Athlete, notice that the word student is first, it is not athlete student.  This is critical because as we break apart this title we know that academics come before the sport or activity.  Students should be required to maintain a certain GPA in order to participate in these activities, if the grades are not met, they should not be allowed to participate.  Balancing these two will prepare them for the real life expectations like playing in college athletics.

Introduction of Instruments

                Rhythm sticks should be the first instrument introduced to students in the lower elementary grades (K-2).  Using rhythm sticks is a great tool because they are easy to handle and students can follow a keep a steady beat while following the “leader” (teacher).  The next instruments that can be introduced at these grade levels are the finger cymbals, kazoo and xylophone.  These instruments can be played at all ages and do not require a lot of eye-hand coordination like the next instrument.  Recorders should be introduced to students from 4^th grade and beyond.  This instrument is more complex and requires precise eye-hand coordination and music reading. 

Carl Orff

Carl Orff

                Carl Orff had a wonderful philosophy about teaching music to kids, his motto, "Tell me, I forget…show me, I remember…Involve me, I understand" is his belief in a nutshell.  The Orff approach allows students to be creative and retain information.  Students are learning to read songs as they follow along, they’re also learning rhythm and best of all they’re learning by doing.  Orff combines singing, dancing, acting, and the use of instruments which is great because it can involve everyone in the entire classroom.  This philosophy is perfect for the 21^st century because it keeps the students engaged and focused, it’s not only fun but it also supports active learning. 

Sequential Learning

Lesson Planning

1.       Anticipatory Set/Setting the Stage

2.       State the Objective

3.       Teaching: Teacher input

4.       Teaching: Modeling

5.       Check for Understanding

6.       Guided Practice

7.       Closure

Sequential Learning

                Sequential learning is processing information step-by-step.  This learning style is important over the course of all subjects, but especially Math.  It allows students to see a clear path to find solutions, breaking it step by step.  Having these clear steps tends to help students understand the information being taught.  

Rote-Note

            Rote teaching is a teaching method that uses repetition to help with memorization.  When teaching a song to students it’s best to follow the “I-sing-you-sing” pattern.  This will allow you to use a phrase-by-phrase approach.  Once the students have repeated the song one phrase at a time, have them repeat two phrases at a time. 

Educational Philosophy in Alignment with Student Needs & National/State Epectations

                I believe my philosophy aligns well with student needs and the national/ state expectations because I will help students work to their full potential and more by using their intelligences and creating higher levels of thinking.   When creating a lesson I will carefully “unpack” state/national standards and determine if they will provide endurance, leverage, or readiness.  This process will help me select the standards that are most important.  After selecting a standard I will examine my students’ intelligences and create a lesson plan that matches their strengths.  Not only will I use my students’ strong points but I will also challenge them by using higher levels of thinking with Bloom’s Taxonomy. 

                Although academics are extremely important, I also believe positive social skills and building good rapport are key to being successful in a classroom.  I will create a safe, fun learning environment and have clear expectations to my students.  Throughout the school year I will form meaningful relationships with my students and have them develop enduring friendships amongst themselves.

Music Therapy

                I think music therapy can be very beneficial to students lacking social skills and those who need extra support in Reading and Literacy skills.  Music therapy is multi-sensory and can be adaptable to numerous ages.  It helps children with special needs attain educational goals identified in their IEP. 

                Music therapy helps students develop social skills by providing avenues for communication and increasing cooperation and appropriate social behavior through singing, creating and moving.  It allows students to verbalize and vocalize more, helping them improve their social skills.  These skills learned in music therapy can then be transferred and carried on throughout the rest of their lives. 

                Students lacking in reading and literacy skills also benefit from music therapy because it helps students focus more on an area and assists in their attention and perception memory.  I

Special Education & Differentiated Instruction

Special Education & Differentiated Instruction

                Thinking back years ago when I was an elementary school student, I cannot recall seeing so many students leave the regular education classroom to receive special education services.  Working at an elementary school for 6 years, I’ve noticed an increase in those students who need additional resources and extra support in the classroom. 

                 The district I work in I think does a phenomenal job in providing to students’ needs.  Our special education teachers carefully set attainable goals for students on their IEP’s.  At the meetings they also state the different strategies and methods they will be using to help students reach their goal. 

                Regular classroom teachers also help in this process by using differentiated instruction in the classroom.  They differentiate one of three areas: content, process, or product according to the students’ readiness, interests or learning profile.  This differentiation can be carried out through whole class instruction, small groups or working individually with students. 

                Special education teachers and regular classroom teachers continuously assess their learners and give students access to materials and resources to support their learning.  It takes a whole team effort to ensure the success of these students.