There are times when even the most prepared music educator can face behaviors that are more difficult than expected.
This is true, while observing my group mate actually got bit buy a special needs little girl. I know she was probably upset and didn't mean it in that way so once everything was calmed we didn't freak out, however, it just goes to show how you have to be ready for the unexpected.
Parent support and communication are valuable when creating a classroom environment that is positive and student-centered.
As I've stated previously, I 100% agree that parents should be involved in one way shape or form. I understand that every parents relationship is different but I think the parent knows their kid the best as well as the kid knowing themselves so its important for parents to have a say.
Once a music teacher is aware of the students who will be in a specific class or ensemble, they should develop a preliminary strategy for managing behavior.
I agree, I think it is important for teachers to be able to adapt and mold to student(s) needs such as this instance.
Classroom rules should be developed in collaboration with students, school-wide standards of conduct, and the behavior goals of the Individualized Education Program (IEP). As part of this collaboration, students should express their willingness and ability to comply with rules and standards
I agree with this statement, I think the students AND parents should be involved with any district or rule changes as they best know what is write or wrong and what best suits themselves/ their child.
pon coming into class, he will sit down and then almost immediately get back up and walk over to my Take a Break station to play with the glitter bottles, walk around the room to an area of his choice, or go toward the piano and other instruments to explore.
It is interesting to see how Carson uses and utilizes his surroundings. He tends to explore and Id assume he does so to clear his mind or see new things.
n certain instances, it is important to visit students or observe them in these specific therapy settings. Music educators will gain insight into specific learning challenges and language or physical obstacles that may be obstructing the ability of students to learn in the music classroom or ensemble.
Students in music therapy settings gives music educators direct insight into learning, language, and/or physical challenges that may hinder students participation in music classes or ensembles.
Some school districts claim to be “including” students in regular education classrooms but are essentially still mainstreaming them based on the old paradigm.
The author points out that some districts label their practices as “inclusive” but actually follow the same outdated mainstreaming ways of things, this showing us a gap between districts true inclusion and its implementation.
There are many advantages to establishing a practicum setting in a self-contained classroom.
I agree with this point
Whether you are an experienced music educator or an aspiring in-service music educator, it is important to receive some coaching from experienced special educators or therapists when teaching students with differences and disabilities.
It is true that the authors highlight that both beginner and veteran music teachers benefit from coaching by professionals or therapists to improve on how thy should help support for students with disabilities.
However, practicing music educators are encouraged to utilize the observation protocols and other strategies to obtain on-the-job and authentic experience through self-imposed observation, and discussion within the special education framework.
I agree with the authors, they stress that current music teachers should use observation protocols and reflective discussions to gain authentic, experience with special-education practices.