Introduction

A classroom management plan is ever changing and ever growing. It

will continue to change throughout my years in the field. Like individual

students, no two classes are the same, no two classes have the same

behavioural problems, and no two classes have the same learning styles.

I plan to teach senior years band and middle years band. A band

classroom is a little bit different than a regular classroom. You are handing

teenagers noisemakers and telling them to control their sounds. The chances

of them doing this are very slim indeed. But I believe, that with the right

approach, it can be done. Music can be a place where fun and learning

prosper. I do not necessarily like calling it a band classroom. I much prefer

a music classroom. I do not intend to teach my students only band, my

goal is to teach them all about music as well as real life experiences. I want

them to have a thorough understanding of music and to have the tools to

proper in real world situations.

I have a very strong belief that music is for everyone, not just the

talented few. Anyone who wants to learn about music has the right to learn,

and I have an obligation to teach them.

Not only can the students be involved in music, parents and

administration also have the option to join. I believe that this is a great way

for them to see what we really do inside a music classroom. We dont just sit
around and make noise all class, there is real learning going on. Learning of

lifelong skills that students will always be able to take with them wherever

they may go.

10 beliefs about classroom management

I believe that every student has a right to an education. Every student will

learn in their own unique way and has the right not to be disrupted while

they learn. It is our job as teachers to keep the peace in the classroom and

facilitate every students learning. I frequently tell my students that this is

their education, what they do with it is up to them, however, they have

absolutely no right to hinder someone elses ability to receive their

education.

I believe that students should take responsibility for their own actions

regardless of their age. We are responsible for teaching our students how to

become responsible adults capable of handling real world scenarios. We are

helping them develop skills they will be using in the real world. One of these

skills is to be accountable to themselves and to others.

I believe that classroom management is a joint effort between the students

and the teacher. Students and teachers need to work together to create a

safe and inviting learning atmosphere. If students feel that they are a part of

the decision making, they are less likely to misbehave.

I believe that class meetings are an essential part of the learning

environment. Learning should be a partnership between the teacher and the

students. I believe that students should be a part in the decision making of

the classroom. Teachers should not just set the rules and expect students to

follow them. The students need to make decisions too.

I believe that it is essential for teachers to encourage their students.

Students are motivated to learn by themselves. It is our job as teachers to

spark this motivation. It is our job as their teachers to be there for them

whenever they need or require support. I frequently tell my students that

along with their parents, I will be one of their biggest cheerleaders; I support

their right to make decisions and will help them achieve their goals and

aspirations.

I believe that teachers should handle behaviour issues in private with the

offending student. If the teacher calls a student out on their behaviour

publicly in front of the entire class, that may scar the student. The student

will be embarrassed and there is no need for public humiliation. It is more

likely that the offending student will just become angry and try to retaliate. If

the situation is dealt with privately, the student might open up more and the

teacher might be able to discover what the cause of the misbehaviour was in

the first place.

I believe that the rules should be clear, and easy to follow. There shouldnt

be too many rules in place, if there are too many rules, students wont be
able to keep track and will be more likely to break them. The rules need to be

clear and simple. Students need to be a part of the rule making process. I

have only one rule that is regularly enforced: Respect.

I believe that I, as the teacher, need to be clear with the students. I expect

my students to be open and to communicate their feelings to me; I need to

be able to do the same with them. I believe that an open and trusting

environment is essential to the learning process.

I believe that students and teachers need to set goals at the beginning of

the year and work together to achieve those goals. Class meetings need to

be arranged to assess the process. Both the teacher and the students need

to collaborate in the goal setting. Teachers need to be the facilitators but the

students should decide what their goals should be for the upcoming year.

Preventative Discipline Techniques

Start out by acknowledging each and every student. Show them that you

care each and every day. Students misbehave to get attention. Start the day

by giving each student some positive attention. If students start the day with

attention, they will be less likely to act out during the day. I try to find a

common interest with every student.

Set a list of clear and consistent rules. Rules need to be consistent all of the

time. Students always need to know and be aware of these rules. The rules
set for the classroom need to be short and clear. There cant be too many

rules. Specify the rules clearly, make sure every student understands.

Keeping a positive relationship with the students is essential. Students are

less likely to misbehave if they have respect for their teacher. Make sure to

have relationships built on mutual respect with the students.

Keeping parents involved is also a good method. Keep parents informed of

how their children are doing in school. Not just bad grades and behaviour but

be sure to let parents know when their children are doing well in your

classes. Students want to be recognized for what they are doing well.

Keep the rules on a poster somewhere visible inside the classroom. Keep it

somewhere where all the students can see it, that way if a reminder is

needed, one can quickly reference it using the poster.

Have class meetings. Encourage students to aide in the decision making

process. Let them all have their voice. Have students help decide what the

consequences be should misbehaviour occur. Make it clear that disruptive

behaviour will result in negative consequences; consequences that the

students have chosen for themselves.

Every student will learn at their own pace. We as teachers need to be flexible

and patient and allow our students to work at their own pace. We must offer

help, support, and encouragement whenever necessary.

A seating plan is an excellent idea; this may be harder in a band classroom.

Have students sit in different spots periodically throughout the year. Make

sure they dont sit beside anyone who plays the same instrument as them

also can be used as a rehearsal technique.

Identify students needs and do everything in your power to meet those

needs including academic, mental, and emotional.

Corrective Discipline Techniques

A loss of privileges, depending on the severity of the misbehaviour may be in

order.

Praise the students who are doing well and working hard. If disruptive

students see that you are giving positive attention to students who are

following the rules, they will likely stop misbehaving. Most students

misbehave for attention. They will see that you are giving the attention to

students who are behaving and mirror those actions.

Track the students misbehaviour. Make sure to keep a log of what is going on

and see if it is getting better or worse over time. If it is getting better, praise

the student. If it is getting worse, take the student aside privately and

discuss the behaviour. Try to identify the need behind the behaviour and

come up with ways to meet that need.

Give students an alternative option. If a student is being disruptive in class,

give that student a job to do. The case may be that they are bored and need

something to do, in this way, the teacher is satisfying that need.

Modify the environment or activity. Sometimes just changing the position you

teach the class from is beneficial. Students have to focus their attention on a

new part of the room. It wont be the same thing every day which will keep

them interested. They may not find the activity they are doing to be fun. Try

teaching it in a new way or asking for their input on what they would like to

do different.

Listen to what students want. Actively listen to them. Help them come to

terms with their own misbehaviour. They may get to the root of the problem

on their own. From there, you can help them fix the problem.

Make sure the students know that they have your support. The students

need to know that their teacher is always going to be there for them.

Above all, be able to enjoy your students and your class. It is never a good

idea to come off as a stick in the mud. A teacher needs to be able to smile

and laugh within their classroom. Students will respect you if you are able to

laugh and joke with them. This being said, it is also extremely important to

know when to regroup and get back to work.

Procedures and Routines

Have a list of the procedures and routines to hand out on the first day of

classes.

Make sure to keep a poster of all the routines on the wall in a place where it

is clearly visible to all students.

Dont just hand out the procedures and routines on the first day of classes

then forget about them throughout the rest of the year, make sure you

reference them often throughout the year so they remain fresh in yours and

the students minds.

Remember that every student and every class is different and has different

learning styles. Some of these routines may have to be adapted to suit the

class. This is what a class meeting is for.

Make sure to explain why the routine is important to the students and model

it and follow it yourself. Write the repertoire list in order on the board before

class begins. That way, students know what is happening before class even

starts and can get ready for it. My repertoire list is written on the board prior

to the beginning of the class as follows:

1. Warm up long tones, scale exercises, rhythm work

2. Piece #1
3. Piece #2
4. Piece #3

Rules
 1. When my hands go up, instruments go up. When my hands come

down, there is no more playing and no talking.

- When I put my hands up to conduct a piece, that means that

students should have their instruments up ready to play. There

should be no more talking. It is time to play their instruments. When

I cut them off and put my hands down, instruments come down as

well. The reason I put my hands down is to critique and compliment

their playing.

This rule lines up quite nicely with an outcome from the K-8 Manitoba Music

Curriculum Framework of Outcomes stating respond appropriately to non-

verbal cues and gestures when making music.

2. If there is a question or a comment, a hand needs to be raised before it

can be asked.
- In music, everyone will have their own opinion on how it is supposed

to sound. Students opinions are welcomed and wanted but a hand

needs to be raised before they can be stated. It is just a part of a

respectful environment that everyone has a right to.

3. Keep your hands to yourself and especially on your own instrument.

- In band, there is a lot of activity. Everyone has their own instrument.

Naturally, students will be curious about other peoples instruments.

Wind instruments can become germ infested and can be very

 unsanitary. Students are not allowed to play any instrument that is

not their own. If they want to try a new instrument, they are to ask

the teacher and accommodations will be made. Each student will be

taught how to properly clean and take care of their own

instruments.

These are the three main rules of the classroom. I will introduce these rules

at the beginning of the year and keep them posted in a place that is visible

to everyone. I will continually reintroduce these rules throughout the year

and make sure they are being followed. Class meetings will be held about

every two weeks and there it will be discussed if we need to modify or add

any rules. Ultimately, the students are the ones in control.

Above all, I require respect within my classroom. Students show respect to

each other, the teacher, the environment, and their instruments. In return,

the teacher will show respect towards the students and their own individual

learning needs.

Examples
1. While conducting a piece, I bring my hands down to cut the ensemble

off and to bring to light a new technique the students can be learning.

One student is not watching and continues playing long after my hands

are brought down. The other students have stopped playing and are

tired of this one student not following the rules. This seems to be a

chronic issue. I praise the rest of the students for stopping when my

hands are brought down and thank them for following the rules. I

ignore this one student who is not following the rules. If this continues,

I will enter the ensemble myself with an instrument. I will sit beside the

offending student and play with them. Most likely, my close proximity

will make them stop. I can be right there to tell them that the rest of

the ensemble has stopped playing and therefore, they should stop as

well. I will bring up the issue in a class meeting and ask what the other

students think the consequence should be for this action.

2. I break the students down into groups and send them off to do

sectionals. I appoint a leader in each group to lead the sectionals. The

students are instructed to work on sections in their repertoire that they

have difficulties in. I walk around the room offering help wherever I am

needed. I notice that one group is trading instruments. I see them and I

say the offending students names. I slowly walk over to them until I

am right behind their chairs. They know what they are doing is against
 the rules so I shouldnt have to remind them. Once I am there, out of

respect, they should return to playing their own instruments. I thank

them for returning their instruments and ask them to resume

rehearsing. I then will leave to go check on the other groups.

3. After class is finished, a student takes their instrument out of the class

with the intention of taking it home to practice. I hear the student

playing their instrument in the hallway. This is not allowed as it will

disrupt other classes that are going on. I would walk into the hallway to

see the student playing their instrument. I would take that student into

my office and ask why they are playing their instrument in the hallway.

I would listen to the students reasoning. If the reason were that the

student does not have adequate time or space to practice at home, I

would accommodate them and give them extra practice time at school.

Developing Relationships with Parents

Before the school year even begins, send a letter or email to the parents of

all the students in the class explaining who you are and what you hope to

teach their children in the upcoming year.

Invite them out to a meet the teacher event. Being a band classroom, invite

the students to join and give all the students and parents instruments. Teach

popular folk tunes or familiar songs by ear so everyone can partake in music
making together. Make it a fun relaxing environment. This will show the

parents what their children are doing in band every day. Give the parents a

chance to ask you questions after the music making. Tell them about yourself

and make them feel comfortable. Make it clear that you only want what is

best for their children.

Build a relationship with parents based on mutual respect. Keep in constant

contact with the parents. Do not just let them know when their child is doing

poorly in school or misbehaving in school, but also let them know when their

child is doing well, such as their behaviour being exceptional or when they

are really improving on something. This will show the parents that you care

about their child and you want to see them succeed.

Hold a student parent band night every so often, not just once a year. Bring

baking or some other form of snack for afterward. Try to do this several times

during the year. Its a fun way for the parents to get to know you, and also a

great way for them to see what their child is learning in your classroom. Its

also a great time for the parents to ask questions because it is a comfortable

and non threatening setting.

Dealing with Diversity

Diversity is something everyone will encounter and it will be present in every

single classroom. Diversity can come in all different forms including cultural

diversity, socio economic status, and students with various disabilities.

In cultural diversity, one needs to be sensitive to all the needs of all the

students. The teacher should be educated in all the different cultures of their

students. Every student will have a different learning style and that may be

associated with culture. Teachers have to monitor their behaviour to show

that they are not prejudiced against any other culture. They must treat every

student as an equal and involve everyone equally in the class.

Social class is another area of diversity. Instruments cost money to rent. Part

of the band requirements is that every student has an instrument. Some

students families cannot afford to buy or rent an instrument. We should

have extra instruments owned by the school for cases like this. The student

would have to sign a waiver saying that they wont let any harm come to the

instrument while they are in possession of it. It is a way for all students to be

able to participate in band.

Students with disabilities are another area of diversity. It is a part of my

belief that every student who wants to learn music has the right to learn

music. If a student has a disability they should be integrated as a part of the

band class as an equal. A band is a community where every member has to

work together. Any student who is willing to put in the effort deserves to be

given the chance. A student with a disability may need more assistance than
then rest of the students but it is our obligation as teachers to give them that

assistance. If it cannot be done during class time, time will always be made

to teach that person. This is also a good way for exceptionally gifted students

to go above and beyond. The teacher can implement a buddy system and

have a gifted student work with one of the students with a disability.

Conclusion

I believe that students can be responsible for their own learning. As a

teacher, I am there to guide them through the process and facilitate their

learning. I value students input in classroom decisions.

I hope to teach students how to take responsibility for their own

actions. At the senior years level, our students will be out of school soon,

and they need to have the skills and the maturity to take responsibility for

their own actions. They need to learn how to make their own decisions and

stand by those decisions. If those decisions turn out to be mistakes, they

need to show that they can own up to their choices and be accountable for

their actions.

I hope to stimulate a students own personal learning and facilitate

their thinking. I do not believe in ordering students around and having them

behave like robots. Students should have the ability to make their own
choices. They should have the wisdom to be able to make their own choices;

we are there to guide them.

I believe that creating a safe and mutually respectful environment is

the key to a well managed classroom. There needs to be respect on both

ends of it. We need to set high expectations for our students if we hope to

see them achieve their goals. We need to show them that we have

confidence in them and that we are there to support them every step of the

way.

Every student has the right to feel safe in participating in class. It is up

to you as the teacher to set and maintain that environment.