More on Music in the Classroom

 This is one of the best strategies that I have ever used in my classroom. I love music and the impact that it seemed to have on my kiddos!

 

This is an important tip to remember: ACTIVITY: Music to Match

 

Select music to match the activities you plan.

Consider the “feeling” or emotions that the music evokes in you. Listen carefully to the  various instruments and see if you associate them with certain feelings. Trumpets and other  brass instruments most often are used for marching and martial music – most people  experience a very celebratory, happy feeling hearing this kind of music. Violins, violas,  basses and other strings often give a soothing, even romantic feeling to listeners. Jazz  saxophone and clarinet are known for their melancholy sounds while flutes and pipes are  often used to play light, fun tunes that can even make people laugh.

Consider the length of the musical composition. Usually the number of seconds of music will  be listed in conjunction with the piece, whether you download it from the internet or find it  on a CD. This can be useful as you work out the timing for different class tasks. Both you and  the students will know from the music when the task needs to end.

Once you have chosen several possible pieces of music to use in class, consider the beats-  per-minute concepts that can help you choose between options.

 To figure out the BPM in a piece of music, here is a simple how-to: Start to play music that  you think might be appropriate to a given activity. Use a stopwatch or clock with a second

 hand that makes it easy for you to know when one minute is up. Listen for the drum down  beats or “pulse” in the music. Start the stopwatch, and begin to count the beats. Stop at one  minute and write down the number of beats. Do this a few times until you feel confident  that you have estimated the approximate number of the BPM.

The BPM is likely to have real effects on student learning and the mood in the classroom.  Like a conductor, you can orchestrate the mood of the class. Theoretically, listeners’  physical heartbeats may change to sync up with the musical beat. Scientists have recorded  brain changes with differing beats. Again, try to match BPM appropriately to the task or  activity you want students to do while the music plays.

·         For instance, if you want students to engage in a brainstorming activity, then you  would want to play music that has no lyrics and a pulse rate above 80 BPM.

·         On the other hand, if you are after focused learning as in ‘think-pair & share’  activities, then you would want to achieve a pulse rate of about 60-90 BPM.

·         For activities of an independent nature such as independent reading and problem-  solving, you would want to achieve a pulse rate of below 60 BPM.

Simply put, you cannot just arbitrarily play any piece of music to just any activity and expect  to yield results. Note that both the tempo and appropriateness must guide your selection.

I would also recommend that you gradually introduce music into the classroom to coincide  with your instruction. Music itself and the technical issues to get it playing can become  distractions. Start with a few minutes a day and gradually increase the use of music as you  begin to feel comfortable with its use.

 

ACTIVITY: Use a “Call Back Song”

During the first few days of school, I introduce the class to our “Call Back Song” which calls  them back to their seats. I teach – model – rehearse the following procedure over and over  again until it is routine!

Whenever they hear the “Call Back Song,” students must react with the following actions:

·         Stop all talking

·         Return as quickly as possible to your seat

·         Wait for the next set of instructions

 Naturally, the “Call Back Song” is a theme of your own choosing and can be any song you  like. Mine is “Brown-Eyed Girl.” 

Classroom Management in Primary Education

 Joshua B. Gardiner

Classroom Management in Primary Education: A Report Based on Observations Focussing on

the Classroom Rules and Routines Teachers’ Adopt to Represent Their Expectations, Manage

Social Behaviour and Support the Conditions for Pupils’ Engagement with Learning

  Introduction 

Over the years, a variety of research literature (e.g. Algozzine, Wang & Violette, 2011; Alter, Walker & Landers, 2013) has cited the detrimental effect(s) pupil misbehaviour and ineffective behaviour management has on classroom dynamics, teachers’ self-efficacy, and pupils’ engagement, motivation and academic achievement. However, in more recent years, other research studies (e.g. O'Neill & Stephenson, 2014; Parsonson, 2012) have also revealed that when teachers adopt a strong theoretical and evidence-based approach to behaviour management, it can help them to gain the knowledge and skills to successfully manage their classrooms and create positive learning environments. 

 This is the focus of this paper, to identify the classroom rules, routines and behaviour management strategies which primary teachers adopt within their classrooms (via structured observations), critically discussing the impact of these approaches (on pupil’s behaviour and engagement with learning) through current research literature and theoretical perspectives surrounding behaviour management. Regarding the classroom observation technique, throughout these observations, I was a participant observer and I adopted a structured observation schedule which used a narrative summary system (Newby, 2014). In addition, considering research integrity and ethical guidelines (e.g. British Educational Research Association, 2011; University of Cambridge, 2018), every effort was made to present unbiased information, all of the language used was professional and ethical (e.g. uncritical, non-racist and non-sexist), and the name of the school, and the names of those involved (the pupils and teachers) were omitted from the main text and the appendices to preserve confidentiality.

 Behavioural Approaches to Behaviour Management 

Within the realm of behaviour management there are a number of differing evidence-based

approaches teachers can adopt when establishing rules and routines in their classrooms, and these

reflect the differences in teachers’ self-efficacy and their beliefs about the nature of human behaviour (Chaplain, 2016; Lopes & Santos, 2013; Rosas & West, 2009). 

 To date, some of the oldest and most traditional approaches are the behavioural approaches to behaviour management (Pavlov’s (1849 – 1936) classical conditioning and Skinner’s (1904 – 1990) operant conditioning) (Chaplain, 2016; Landrum & Kauffman, 2006; Lineros & Hinojosa, 2012). Both of these theories draw on the overarching beliefs that observable learning behaviour (overt behaviour) is affected by changes in the environment, and can be measured, predicted and controlled, either Joshua B. Gardiner through stimuli, strategic reinforcement or punishment (Chaplain, 2016; Landrum & Kauffman, 2006; Lineros & Hinojosa, 2012).

 Today, these behavioural principles are widely adopted within whole-school behaviour policies where they take the form of ‘rewards and sanctions’, which are used for recognising pupils’ academic achievement and learning behaviour(s), and promoting compliance with whole-school rules and behavioural expectations (Chaplain, 2016; Payne, 2015). According to Skinner, at its heart, the focus of this behavioural approach should be on the rewarding of appropriate behaviour (by providing contingent positive reinforcement) rather than on the punishing of disruptive behaviour (via sanctions) (Chaplain, 2016; Omomia & Omomia, 2014; Payne, 2015).

This strategy has been observed (by the author) within a variety of classroom environments across different schools, but it was particularly observed in the Year 5 classroom on the Home-School Based Placement. In this classroom, the teacher established the classroom routine of ‘entering and exiting the classroom’, and used verbal praise and the agreed school reward (of house credits) to positively reinforce the expected behaviour (see Appendix 4). Overall, the application of these behaviourist principles led to the successful establishment of this routine. It also revealed and emphasised the teacher’s expectations, instigated the correct specific behavioural requirements, and resulted in a positive classroom environment.

 Supporting this, over the years, various small-scale research studies (e.g. Cihak, Kirk, & Boon, 2009; Lannie & McCurdy, 2007; Shakespeare, Peterkin & Bourne, 2018) have evaluated the effectiveness of various positive behavioural interventions (e.g. rewards, praise and token economy systems) on improving and reinforcing positive pupil behaviour (Chaplain, 2016; Oliver & Reschly, 2007).  However, others (e.g. Cameron & Pierce, 1994; Deci, Koestner & Ryan, 1999; Lepper, Keavney & Drake, 1996) have also argued that even though the relationship(s) between rewards and intrinsic motivation is complicated, the overuse of praise and rewards can reduce and have a negative effect on pupils’ intrinsic motivation to learn (Landrum & Kauffman, 2006; Parsonson, 2012).

 In addition, whilst these behavioural frameworks have a long history and a broad theoretical and empirical foundation, some (e.g. Kauffman, 1996; Payne, 2015) have suggested that these authoritarian behaviour systems carry potential risks for failure and misuse, where at times (whether due to misunderstanding or inappropriate use) they appear to be administered incorrectly, inconsistently or haphazardly (Landrum & Kauffman, 2006).

 Arguably, this was also observed on the Home-School Based Placement in the Year 2 classroom, where there was still evidence of disruptive pupil behaviour, even after the teacher had used the rewards and sanctions strategy (verbal praise and stickers) to reward (positively reinforce) expected behaviour and establish the classroom routine of ‘getting the attention of the class.’ 

Procedures and Routines

 Students bring their own unique personalities and talents to the classroom, which creates a dynamic and social environment. This is great for collaborative learning and enhancing social skills, however, good classroom management strategies are needed to ensure successful learning outcomes.

Effective classroom management strategies involve organization, fostering good working relationships, as well as a disciplined yet personable attitude. Deciding which techniques to use can nonetheless be difficult, as every student and class is unique. Check out this assortment of top classroom management strategies to inspire your teaching.

Students thrive on routine

Establishing a distinct classroom routine with your students helps them know exactly what to expect. The ability to anticipate the structure of your lessons and the expectations you hold can cultivate a productive working atmosphere.

This does not mean implementing a strict regime, but simply a clear structure to your classes which students can easily follow. With this in place, spontaneously adding fun activities can be a great motivational tool.

An example structure could include: interactive starter activity, taught subject matter, engaging learning tasks and an enjoyable yet relevant assessment activity to end the lesson.

Positivity and reward

When dealing with disruptive behaviour in the classroom it can be easy to focus on students exhibiting negative actions. However, adopting a positive mindset and highlighting students behaving obediently can be an effective way to encourage others to conform.

Praising individuals who excel and celebrating hard work, especially among those with lower academic abilities, can also stimulate your students to become more diligent in their studies. By rewarding those who put extra effort into their work, you can create a positive working model whereby students are motivated to try their best in all class activities.

For example, instead of “Stop rocking on your chair Jim!” say “Thank you Jim for sitting nicely on your chair”. Favourable rewards may include: free time (or ‘Golden time”), stationary items, sticker charts (for younger students) or food items.

Clear rules and boundaries

Although being personable with your students is important, it is also vital to have distinct rules and boundaries. Disruptive behaviours need to be managed because every student should be given an equal opportunity to learn.

It is also important to follow through on the disciplinary statements you assert, because this reinforces your authority and discourages misbehavior. Through being consistent you highlight that negative actions will cause undesirable consequences, which enables you to manage students’ behaviour effectively. (Click here to discover a range of useful teaching strategies).

Classroom rules could include: listen attentively when others are talking, sit sensibly on your chair and value everyone’s opinions (positive attitude). Also, involve your students in creating the rules and make everyone accountable.

Practice what you preach

Be a positive role model and demonstrate how students should behave in your classroom. Students learn from your actions and words, therefore you need to offer a positive example for them to follow.

If you want students to respect you then you need to show them respect too. Always listen to their ideas and ensure that every student knows they are a valued member of the class. Endorsing inclusivity encourages good behaviour, because students are less likely to be disruptive due to feeling neglected.

For example, don’t talk to your colleagues loudly when the class is working or stand on furniture, and definitely don’t use your phone in the classroom.

Student voice

Give your students the power to openly express their ideas and make their own choices. Valuing students’ ideas not only enhances your lessons with fresh ideas but can develop students’ self-esteem and self-confidence.

Student feedback can also be a useful method for encouraging students to develop their own opinions and think critically. Understanding that everyone’s opinion matters heightens students’ respect for both you and their peers, which is an important part of effective classroom management.

Examples can include: voting on whole class activities, a suggestions box in the classroom and peer assessment.

Fun and engaging

Learning is fun, so excite your students with interactive classroom activities and practical investigations (to get them out of their seats!). When students are engaged and excited to learn they are more likely to concentrate and work hard.

Why not try new education technology resources? Quizalize, for example, is a great quiz tool which enables you to test your students on any subject with a fun classroom team game.

 Effective classroom management takes time and hard work, because not every student will respond positively to your ideas. However, through commitment and consistency you can cultivate a positive working atmosphere where students respect one another and learn efficiently.

What classroom management strategies do you use? Have you got any advice for new teachers? Comment below – we’d love to hear from you.

Brain-Based Teaching

 

“Brain-based Teaching” is not just a fad in the education world; it is a scientifically based  understanding of how people learn. Scientists and educators are now collaborating on  studies of the human brain as it relates to learning with applications to disabilities and  “Special Needs” students. There are specific practices emerging from brain research that  teachers can use to enhance learning by all students.

 

The National Dissemination Center for Children with Disabilities is one place to look for  resources. Their website lists hundreds of excellent articles and websites for further  research.¹⁵ The National Association for the Education of Young Children is another that  focuses specifically on elementary (primary) school education¹⁶

 

I would like to share with you a bit of what I do with respect to brain-based research as I  apply it in my own classroom. I use a variety of techniques that scientists have shown make  a real difference to the brain and student learning. Among these are the use of music in the  classroom, making deliberate changes to mental states, and specific ways to give directions  to student learners to achieve positive results.

 

Music in the Classroom

 

“Musick has charms to soothe a savage breast…”

-- William Congreve, 1697

 

Kids today are exposed almost constantly to music of various kinds on television, in malls  and office buildings, on their own cellphones or computers. As movie makers know, music

 

can set the mood for any scene. Playing music during classes can change the atmosphere of  the class from noisy to quiet, from chaotic to organized. It is an important tool that is not  used as much as it could be by teachers.

 

As far as the type of music that I play in the classroom, it's mostly from Eric Jensen's CD  collections of music.¹⁷ Jensen has become internationally recognized for his “brain-based”  publications for teachers. He links current brain research with strategies to improve student  achievement. Music is one of the key tools he uses to stimulate positive feelings in the  classroom.

 

He suggests considering the emotional state you are trying to elicit, the age of the listener  and the types of music that are most familiar to them. Songs with words should be reserved  for special occasions or games; Jensen suggests relying mainly on instrumental music of  various kinds.

 

To celebrate the start or completion of tasks, something upbeat can get students inspired.  For lengthy writing tasks, calming music with a slow rhythm can aid concentration.

According to various brain studies, beats per minute (BPM) can have profound effects on  the human body and brain. Jensen writes:

 

“Songs in the 35- 50 BPM range will be more calming, while those in the middle  55-70 BPM will be more moderate for seatwork. For activities, the pace might be  70-100 and for energizers, maybe 100-160 BPM will REALLY rev it up.”¹⁸

 

I bought a $600 BOSE IPOD music system that I use regularly in the classroom. Now I would  not recommend that new teachers spend that kind of money initially. I would suggest going  to Wal-Mart and picking up a CD player for around twenty-five dollars -- or if your school  offers Audio-Visual equipment, to request that a CD player be made available in your class  every day. Alternatively, you can attach good speakers to a computer or smartphone – just  be sure they can put out sufficient volume to be heard by a classroom of excited, noisy kids!

 

The point here is that it is not the cost of the system but rather that appropriate music can  assist students with a given activity and you will want to be able to access music as a  teaching tool at any time.