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    Developing a Student-Centered and Inclusive Music Classroom
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    1. Paige_liloia 14 Oct 2025
      Even as adults, forming relationships in a group setting requires risk. We must take chances not only to reach out and form a relationship, but also to foster and continue a relationship. This can be uncomfortable for all students, especially students with differences and disabilities. In our classrooms, a student may have tried to initiate and reinitiate contact and failed. Other students may have attempted to initiate conversation with a student who has a communication challenge and also failed. The combination of both behaviors can result in a “downgrade” of a student’s place within a group (see social identity theory earlier). In addition, these events may discourage a student from attempting to connect in the future.

      I hadn’t fully thought about how much risk goes into forming relationships, especially for students with differences or communication challenges. It made me realize that when a student’s attempts to connect don’t go well, it can deeply affect their confidence and willingness to try again. As a future teacher, this helps me see how important it is to intentionally create opportunities for all students to build connections in a safe, supportive way so no one feels left out or discouraged.

    2. Paige_liloia 14 Oct 2025
      Some classroom management issues can stem from anxiety. Many students with differences and disabilities are anxious during class because they are unsure about teacher expectations and what will be asked of them that day (Zeichner, 2003). It can be very helpful to have a written or pictorial schedule of activities or a rehearsal order for students to use as a guide. This alleviates anxiety regarding performance expectations. It also gives students an idea regarding the amount of time they will be asked to sit still, move about the classroom, pay close attention, or work in groups.

      I really connect with this section because I’ve seen firsthand how much structure can help students feel calmer and more engaged. When students know what’s coming next, they’re less anxious and more willing to participate. I love the idea of using a visual or written schedule because it shows that the teacher cares about making the classroom predictable and welcoming for everyone. It reminds me how small adjustments like this can make a big difference in helping students feel secure and ready to learn.

    3. Paige_liloia 14 Oct 2025
      tudents need regular praise for appropriate social and academic behaviors. Unfortunately, we can often find ourselves correcting behavior more often than praising great behavior.

      I think this section is a great reminder that positive reinforcement is just as important as correction. Students thrive when their good choices are noticed and acknowledged. Focusing on praise helps build motivation and encourages students to repeat positive behaviors. It also creates a more supportive and uplifting classroom atmosphere where students feel valued for their efforts.

    4. Paige_liloia 14 Oct 2025
      In these cases, create a special signal or gesture to let this student know that their behavior is not appropriate.

      I think this part makes a really strong point about using subtle and respectful strategies to manage behavior. Creating a private signal helps maintain the student’s dignity while still addressing the issue in the moment. It also shows how teachers can be proactive and compassionate, focusing on communication rather than punishment. This kind of approach helps build trust and keeps the classroom environment positive and supportive for everyone

    5. Paige_liloia 14 Oct 2025
      It is also important to point out that using the words “good behavior” and “bad behavior” can be problematic. If a student hears that they are exhibiting “bad” behavior often, the student can develop self-esteem issues. Even worse, the student can start to build an identity that is centered around “bad” behavior as a way of gaining the attention of the teacher. Just refer to behaviors as what they are: behaviors.

      I really like this section because it shows how the language teachers use can deeply affect how students see themselves. Labeling behavior as good or bad can unintentionally make students believe those labels define who they are instead of what they do. It is an important reminder that our words matter and that describing behavior in clear and objective terms helps students focus on their actions rather than feeling personally judged.

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