670 Portfolio Essay 2-1

My time at Kansas State University (KSU) has given me the tools to become

a qualified, resourceful, and informed music teacher. Over the course of my college

career, I have learned music theory, aural skills, proficiency on wind instruments,

string instruments, and common percussion instruments. I have held leadership

roles in multiple groups and developed my pedagogy of teaching. I am equipped

with the tools to create lesson plans, unit plans, and assignments that correspond to

the Kansas State standards.

A music teacher needs to know the “science” of how music works. This

includes the knowledge of how the music is assembled and the rules that are

followed or broken to create the music. Theory and Aural skills work hand in

hand and I consider them to be the most valuable tools in music. With developed

aural skills and the theoretical knowledge to back it up, the teacher can identify

errors and accurately model for the students.

Another tool I have is proficiency on the instruments found in a traditional

band setting. I have learned fingerings, technique, and the “dos” and “don’ts” of each

instrument. I can help the students understand their instruments and give

them techniques to efficient practice. In rehearsals when I notice that a student

could use a more efficient technique, I can confidently give them the tools to

succeed.

I also held leadership positions. In my time in the KSU marching band, I was

the music instructor of the tuba section for three years and the head section leader

for one year. This experience taught me how to plan for music sectionals, as well
as the responsibility of being in charge of 32 other people. I was in charge of telling

my section where to be, when they needed to be there, and what they needed to

bring with them. This was a big responsibility that taught me how to be organized

and get tasks done in a quick and efficient manner. Being in these leadership

positions also provided me with opportunities to seek or provide advice not only

from the other section leaders, but from the members of the section. An important

part of an educator's job is to constantly find new ways to improve their craft.

Halfway through the season, I handed out sections leader evaluation forms that

allowed members of the section to voice praises or concerns that arose during the

first half of the season. After reading these comments, I adjusted my leadership to

embrace the comments and critiques addressed by the section in the hopes of

making the section more successful.

During one of my observations of a middle school band director, I took

several notes of how this director led his classroom. I spent a week in this

classroom, and gained a lot of useful tips, tricks, and advice that this director does in

order to create a successful program. Some of these tactics I used in my classroom

and found them to lead to greater success than what I had been doing, and will be

actions I continue to do in my classroom.

Other teaching experiences I have had are from classes, observations, and

teaching in a classroom myself. I took classes that taught me how to create lesson

plans, units, assignments, and projects. In these I can include S.M.A.R.T. goals,

engage students, and align to Kansas state standards. Through observations and
hands-on experience, I have learned to create my own teaching style that works for

me and will help me teach my students.

Artifacts are on the next page

 Artifact 1:
Day 1

Makes direct eye contact

Confident body posture, not arrogant, just confident Not fiddling around with his hands or
any object.

Fully explains the grading sheet and explains and gives tips on how to be successful.

Uses examples in explanations, both of what is successful and not so successful.

Uses hand gestures.

Let’s the students participate in examples.

Uses a projecting voice, even though he isn’t talking very loudly.

Very enthusiastic, smiles and shows excitement in doing something.

Calls the students ladies and gentlemen instead of kids as a sign on respect.

Says please and thanks to the students when asking them to be quiet and listen, but not
in a: will you please do this way, it’s in a: I’m politely “asking” way.

Makes worksheets due on Thursdays. Monday is to introduce a concept, Tuesday and

Wednesday are for learning, Thursday is for things being due, if something is still not
understood by the time the assignment is due, it can be turned in on Friday. Main point
of assignments being due on Friday is so that the concept can be solidified before the
weekend. Also let’s the students work on the assignments in class assuming it is an
appropriate time to do so.

Assignments use “Context Clues”, or answers in the text to give the students an
opportunity to use a different type of thinking instead of only trying to solve something in
their heads.

Speaks in different inflections, DOES NOT AT ALL speak in monotones.

Waves hand for a split second and whistles to get the attention of students. Makes sure
everyone is paying attention to what he is talking about.

Stomps (not obnoxiously) to make a point to the students that what he is about to say is
important.

Asks both the class and individual students questions to keep everyone engaged.

Makes sure students understand the material before moving on, asks if anyone has
questions, then emphasizes that it is ok to have questions.
Has a general review (since students just came back from break) before having the
students learn new material.

Very open about letting the students asking questions and then answering their
questions, even if it’ before or after class.

Has the students repeat back the due date.

Sings a personalized version of happy birthday to the students, gets the whole class
involved to have some fun.

Gives demonstrations to the class and then allows them to follow.

If students don’t have an instrument during warmups, they can still be productive by
clapping and counting out loud.

(It’s a popular song with words) And he sings along to the music

Goes 1 on 1 with students who need help

Explains the rules of the class

If more than one person raises their hand, Mr. Freeby tells the class whose hand he saw
first, and then he calls on the person whose hand went up first.

Very animated, works very well with the type of person he is

Has students clarify their answers to show that they know why they gave their answer
instead of just blurting something out.

Goes through the rules first, then the assignment, then warmups, then playing.

If the class understands something but there is one person who doesn’t or is
misbehaving, he talks as if there is more than one person is having trouble so that the
one person is not pointed out (ex: alright let’s make sure everyone is clapping and
counting, (while talking to the entire class)).

If a student has trouble understanding or wants further explanations, going from just
verbal communication to visual helps.

Let’s the students know it’s their turn to participate (sometimes) without breaking the
rhythm of clapping and counting (finishes and in rhythm say: your turn, ready
and gooooo).

Helps the new students to understand during class, doesn’t proceed with class and
explain what was happening after class.

Uses other people to say why something should be done a certain way (when another
person is available)

Walks around the room, is not stationary.

 Artifact 2:

Day 2

Extinction- When the teacher is talking to the class and a few students are talking
quietly, the teacher resumes with his/her teaching to keep the flow going instead of
taking the time to ask and wait for the students to quiet down.

Over emphasize the obvious when playing music

Very expressive and stylistic when it comes to conducting. If he wants a big crescendo,
his conducting gets huge.

Uses analogies, such as: play with a syrup-y sound, for a rich sound.

Breathes with the students when he wants them to take a breath right before the he
starts the song.

If he needs the students to quiet down, one way is to say: ok I need the energy to go
down in 5…4…3…2…1… and with each number the room gets quieter and quieter

Always make sure everyone has everything they need, don’t assume that they do and
then have to go look for them once you’ve already started.

Say: this is what I need you to do, when you have a student that is not cooperating.

Verbal ways of asking to be quiet or stop doing something are not always necessary,
sometimes just looking at a student and giving a shake of the head is all thats needed.

Ask a non-cooperating student why they should be doing what you (the teacher) is
asking them to do.

If asking the students to play a chord, like F and C, if you mention that its a fifth apart.
“Play F and C, which is a fifth apart, F G A B C” and while doing that, use your finger to
show 1 2 3 4 5.

Practice silently, finger along and use slide positions without playing the instrument
when someone else is audibly playing.

Be able to modify your lesson plan during the day/on the go without losing confidence.

Even if your on a roll explaining something and a student interrupts you, tell the student
politely but firmly to be quiet and stop interrupting, then return to what you were saying
with the same amount of energy, don’t let that students’ interruption steal your thunder.

Reprove with sharpness, move on with love and smiles

Some stories are meant for certain classes

Checking for Learning, ask a question and then have people who know the answer raise
their hands if they know the answer. If not a whole lot of people know the answer, give
the answer again, even if you already said it earlier that day or year.

If something wildly inappropriate or not good happens and you are in the middle of
talking, turn toward the student, look at the disruptive kid and say: I need you to stop
doing that. After maintaining eye contact with the student for 2-3 seconds, says thanks,
then physically look or move to the other side of the room to get the awkwardness of the
silence away from the disruptive student.

Encourages students to ask questions to other directors, even if their comments

contradict his.

Artifact 3 (SMART Goals)

Goals: The students will learn about/review the concept of segregation, a brief
history of Scott Joplin, a visual map, and syncopation

Objectives: By the end of the lesson, the students will be able to:

Identify Maple Leaf Rag and the composer (Scott Joplin)

Identify syncopation
Define segregation
Identify forms in music
Define forms in music