Jennifer Rodriguez
MUSE355
H (Huh?)
What should one do as a
teacher if rumors/ bad
remarks are being raised 1.
around the school about
them? I remember going into
9th grade many people had 2.
created a perspective that our
band director was mean,
when she was actually a 3.
dedicated worker and had a
hard time controlling the
disrespect and talking in the
classroom. What would be 4.
the best way to avoid this
student perspective or to
eliminate it?
5.
Behavior specific dialogue
(pg. 93):
I feel that repeating a request
may come across as
condescending to a student.
Is there a better way that this
approach can be utilized?
Would it be better to phrase
requests in a way such as
Please put your instrument
away in the storage room so
the emphasis is not on what
the teacher wants, but rather
what the student should
consider an obligation?
Is it harder in a middle school
band setting to change the
focus of a lesson to
something such as
eurythmics, considering the
room set up and lack of
walking space? Could a
classroom focus increase if
band was held outdoors on a
nice day with minimal
breeze?
When choosing literature,
HAT Journal 6
A (Aha!)
Five Strategies of classroom
management:
Logical, clear, and fair rules
that define expectations for
student behavior.
Consequences based on
whether students follow the
rules and procedures.
Procedures which describe
desired behavior and explain
how specific activities should
be completed.
Motivational techniques and
strategies to reinforce and
encourage appropriate
behavior.
Consistent, insistent, and
persistent behavior on the
part of the teacher.
What we do in the first week
or day is crucial to classroom
management.
Deal with non-curricular
management in the first week
so it does not need to be
enforced when performances
are approaching.
Operant conditioning:
Verbal praise
Concrete reinforcement
Non-verbal signals
Implied approval
Group contingencies
Waiting for silence
Rules, Consequences, and
punishment:
How to enter and leave
classroom
Behave during rehearsal
Care for equipment and class
space
work/cooperate with others
Demonstrate respect
9/22/2016
T (Tada!)
Have students write a general
list of 5 rules they think would
be good to follow for class,
this way the students have
themselves to rely on for the
final rules that are
implemented
If one has an assistant, have
them stand at the door and
the director stand at the
podium, both signaling what
should be done on the first
week of school. Ex: Take
your instrument cases to your
seat and set them under your
chair. or write in the missing
accidentals from your scale
worksheet on your stand
when you sit down.
Have a procedure that
students follow every day.
Personally, I would allow
students to talk so long as
they know to go to their seats
and sit with feet flat on the
ground when I stand next to
the podium, for example.
Include classroom
management details in
syllabus so students can refer
back when issues arise, as
well as have classroom rules
posted clearly near the front
board.
The Lesson of Muzak (pg.
95):
Perhaps always try to end on
a lively note, playing the
ending of a piece or running
through the whole section the
band has been working on in

would it be beneficial to have
a good understanding of
programs such as finale? Is it
legal to alter instrument parts
to better suit certain sections
and perform a piece in this
way on a concert/ filmed
event?
Jennifer Rodriguez
MUSE355
9/22/2016
HAT Journal 6
Rule types: sections at the end of the
General behavior period.
Specific behavior
Do not rules Set alarms for when the band
Consequences: should move on to focusing
Progressive and generic on a different section. Even if
consequences (warnings) the progress was not as far
Natural and logical as expected, the rest of
consequences (how behavior music also needs focus as
affects outcome) well. This could keep the
Classroom procedures: bands attention and keep the
Pre- and post- rehearsal instructor on her feet.
Rehearsal etiquette
Administrative
Maintaining and Enforcing
Procedures:
Phase 1: remind
Phrase 2: explain/ review/
practice
Phase 3: Drill
Phase 4: Meet separately
Phase 5: Apply logical
consequences