Daniel Kilbury

Music Education Observation: Mr. Scherker

Instructor makes it clear what behaviors are expected through both verbal and nonverbal
communications.
There is a fair amount of humor in the classroom, providing a fun learning experience.
Decorations of the room reflect a very musical environment. Example: names of
composers and various musical instruments are displayed around the learning
environment.
Instructor teaches in a way that is very understandable to younger students, through
constant guidance and demonstrations.
Stops every now and then to make sure students understand what has been covered so far.
Example: Asks students to demonstrate knowledge of material, by having them answer
questions, play, etc.
Students have difficulty staying concentrated during teaching. They seem to always want
to move around. This may be because they are simply 2nd-3rd graders.
Teacher praises good behavior and points it out often.
o Examples: I appreciate those of you who are sitting quietly.
I see ____ is doing what he/she is supposed to be doing. Thank you.
Instructor guides the practice of concepts at first but then offers students the opportunity
to do it without help in order to demonstrate understanding of the concept. For example,
asking students to look at the board because it will tell you what to do.
Negative behavior is addressed respectfully by instructor. No yelling or shaming of any
kind.
Introduces concepts slowly and in pieces rather than quickly and all at once. For
example, music is introduced in segments or a few measures at a time.
Connects classroom teaching with real-world examples. For example, Mr. Scherker
connected the act of putting the rhythm sticks in rest position with professional
performers putting their instruments down to signify the end of a performance. This
might allow students to make a connection between in-school music and out-of-school
music.
Instructor appears to have full control over the class/classroom. The students respect and
listen to the teacher when being given instructions (Instruction is met with no
resistance from students).
Mr. Scherker always demonstrated exercises before having students participate. Does
this really teach the students though?
The instructors attitude is very exciting and is reflected in the students cheerful attitude.
For example, when lessons were presented, they were presented with excitement, which I
believe had an impact on the excitement that the students showed.
Individual assistance was not given during class time. Instead, the focus was on the
group as a whole.
At end of the class, Mr. Scherker reviewed ALL concepts that were taught during the
class period.