Analysis of Classroom Learning Environment

Creating an Environment of Respect and Rapport

Explain how the classroom teacher established and maintained an atmosphere of trust, openness
and mutual respect in the classroom. Describe specific strategies used to encourage:
Positive student verbal and nonverbal communication skills
Positive student social interactions

The staff of the choir program within this school are all dedicated to the success and
development of their students. They each work in their own lane in order to provide the students
with the best opportunities and learning experiences, as well as functional skill-sets for the
students to apply in their own musical (and nonmusical) careers. This is foundational as it
demonstrates to the students that they matter to these teachers and that the teachers are invested
in their growth as well as the program. This invites student commitment and investment in
return.

In addition, the staff hold very high expectations for their students. This again demonstrates
respect in that it can show the students who the teachers believe them to be. It shows them that
the teachers believe in them and expect them to achieve. With teachers like this, students can
expect them to honor their goals and encourage them to accomplish them, as well as hold them
accountable when necessary.

One strategy I observed within the chamber ensemble was a policy of candor. The teacher did
not withhold information from students, but shared what was in the works, what was causing
trouble, and how students could help. The students had a performance coming up within a week
and had just been handed a new song. They covered a lot of it, though there was definitely a
good deal a work to be done. Throughout the rehearsal, the instructor shared comments about
how well the students were doing with it, and then paused after rehearsal had finished to ask the
students whether or not they wanted to try to prepare this song for the upcoming performance.
They all chimed in about how they thought they could do it if he made practice tracks for them to
use over the weekend. He also gave them context for the performance and asked them what
songs they wanted to sing. Finally, he shared that it would cost too much to schedule a bus for
this performance so students would car pool. The students immediately arranged rides and he
quickly connected students who did not have transportation to others with room in their cars.
This really demonstrated an open family environment where student voices were incorporated
into decision making and expectation that they would support one another when the opportunity
presents itself.

Establishing a Culture for Learning to Encourage Student Engagement and Responsibility

Describe how the classroom teacher created a culture for learning in the classroom. Describe
specific strategies used to encourage:
 Active engagement in learning
Student responsibility for their own learning
Student commitment to the subject
High expectations for achievement
Student pride in work

The teachers encourage engagement, responsibility, commitment, pride, and achievement in their
classroom through a number of practices, but one that stands out is through solo opportunities
and the use of small ensembles. In these forms of performance, students either stand or fall
completely by their own preparation and execution of what has been practiced. In these
scenarios, students learn to direct their own learning and to improve or revise their work until it
meets their standards for achievement. During a seminar period where students are free to work
freely, I observed a barbershop quartet rehearsal where the students direct themselves as a
quartet would do in actuality. The teacher was not included in this rehearsal.

In this setting, the students gave each other pointers and cues in order to ensure a better
performance. I was included in this rehearsal because I was invited (along with a couple of their
peers) to serve as an audience for them and to let them know where they could improve.
Throughout the rehearsal they used us for feedback and then revised their approach/technique.

Many of the students are involved in extracurricular musical activities such as this and musicals,
and as a result of these experiences they are disciplined in applying the same commitment
toward large-group opportunities where it is much easier for them to hide in their section. This
creates a culture of personal responsibility for the end result (which fosters engagement, as
students are continually looking for how they can contribute more effectively) and individual
leadership.

Managing Classroom Procedures

Describe the classroom routines and procedures. Include specific procedures used to promote:
Student responsibility
Smooth operation of the classroom
Efficient use of time (e.g., organizing and managing groups of students, distribution and
collection of materials, use of student helpers, transition between activities, etc.)

Students know that the class period begins the moment the bell rings and that they are expected
to be seated with their music in hand. I observed that while the class period may not always
begin with the same thing, there is always something to gather students attention at the start of
class. The upper choirs started immediately with announcements, vocal warm-ups or just started
with the music itself. Class 3 began with vocal warm-ups and sight-reading activities to develop
reading skills and establish good technique.

Another procedure utilized within the classroom is the use of a music corner. This is where
students can get an extra copy of any sheet music they are missing quickly and easily. In
addition, if students forget to bring their music, they can check out one of three Binder(s) of
Shame to use for the class period. Both of these practices are effective because they prevent the
disruption of class. Students know where to get these things and as such they are empowered to
solve their own issues in regard to music. Due to the fact that students know where to be at what
time, and where to get what they need, the class is able to run smoothly and focus on actual
learning instead of administrative issues.

Encouraging Appropriate Student Behavior

Describe the classroom management plan. Include specific classroom management strategies
used to:
Establish clear expectation of conduct
Monitor student behavior
Respond to behavior that does not meet your expectations

In my observation of each period, student expectations were pretty explicit and usually addressed
in class when they were not met. I assume the students are trained in regard to what is expected
at the beginning of the school year, in addition to the training they receive during their freshman
year where they participate in freshman choirs (which I did not observe). There did not seem to
be any confusion in regard to expectations in the classes I observed, though the teachers did
insert corrections or re-establish expectations whenever they were not met in regard to chatter in
between activities, poor technique, or a lack of expression.

Organizing the Physical Environment

Attach a simple sketch of the arrangement of the physical space of your classroom. Design and
describe a plan to:
Make learning accessible to all students
Address safety concerns
Arrange the furniture to support typical learning activities

This was a very accessible space with a lot of room for students to easily move as necessary. The
risers could be difficult for students who would also be challenged by stairs, and there was not a
way to get up the risers otherwise, so they would need a seat on the floor. There was a row on the
floor already, so this would not single them out at all.

In regard to safety, there are three ways for students and teachers to exit the room, however, this
could provide more risk in the event of an intruder as well since they could enter from three
different locations. Once the doors are locked, students and faculty could take refuge in the main
choir room (there is a holding room outside the main entrance, and an internal hallway which
buffers the main room from the secondary exit), the office (this is where the third exit is located,
but it has a small window which can easily be covered), or either of the practice rooms.
Emergencies aside, the risers could cause injury from falling, so it would be important to set an
expectation against horseplay on the risers and to quickly address any misbehavior in that regard.

In short, the amount of space in the room paired with the small number of external windows,
should make this a safe environment in the event of most emergencies, as well as in regard to
daily use.