Week 8

Top 10 Traits of a Good Teacher (in no particular order)

1. Positive attitude: impacts rapport with students.
2. Calm demeanor: impacts classroom environment
3. Knowledge of subject matter: impacts effectiveness of transfer
4. Classroom management skills: impacts classroom environment, student involvement
5. Ability to improvise lessons: impacts rapport with students and classroom environment
6. Sense of humor: impacts classroom environment and student retention, student involvement
7. Knowledge of students: impacts rapport, student retention, and classroom environment, student involvement
8. Flexibility: impacts social dynamic and involvement of students of all needs, classroom environment
9. Commitment to keep up with current technology/”trends”: impacts rapport with students, classroom environment, student retention, student involvement
10. Budgeting Skills: impacts ability of program to grow and be its best

I’d like to think I have all of these skills, however I’d like to learn more about budgeting regarding running a band program. I have taken courses on this in the past, but I would do my best to work with the principal/curriculum associate to make sure things are covered that need to be covered and that money is being spent (or not spent) wisely, appropriately, and fairly.

Response to Teaching Video

1. What was the first thing you said or did to start this portion of the lesson or rehearsal? What was the basis for your choice?

The first thing I did was explain to the students the objective, and remind them that they’ve heard the piece before and that it should be familiar. I also played the segment for them so they could follow along with their music. I did this to give them context and to remind them of how the piece sounds so that they could use their aural skills to help them sight-read.

1. How much time (approximately what percentage of the lesson segment) did you spend giving verbal directions? Do you think it was an appropriate amount of verbal direction for this particular segment? How can you tell?

I think I spent an appropriate amount of time giving verbal directions, however I could’ve been a bit less wordy with my actual directions. The students are capable of handling quick, short directions which I will try to incorporate more fluently next time….if I get to due to the virus!

1. Did you modify anything you planned to say or do based on student responses? Describe the changes you made.

Yes — we went on and read more of the piece than I had originally planned. The students were able to read the segment I planned with much more ease and more quickly than I (or my CT!) had anticipated, so we moved on and it went well.

1. List any questions you asked the students and their responses. Were there questions that required “yes/no” replies? Questions that assumed the students had certain knowledge base?

I asked students context-based and interdisciplinary questions such as why this piece might be reminiscent of Ancient Egypt, what sounds remind you of this type of music, etc. I also asked students to be mindful of key signatures, etc. All the questions I asked assumed knowledge bases that I had confirmed with my CT before asking.

1. Did you feel this segment was successful? Why or why not?

I do feel that this assignment was successful because the students enjoyed it, gave me good feedback afterward, and we were able to move ahead in the piece more than we had anticipated, saving time and challenging the kids!