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Classroom Management Plan

Tiffany N. Riggins
Campbellsville University

Submitted for Classroom Management ED 414 01

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Table of Contents

Philosophy of Education ............................................................................................................................. 4

Classroom Management Plan .................................................................................................................... 5
Introduction ......................................................................................................................................5
Part I. Elementary .........................................................................................................................5
Behavioral Expectations ..................................................................................................................5
Students Objectives and Expectations of Behavior: ............................................................5
Classroom Motto:.................................................................................................................5
Classroom Expectations:......................................................................................................5
Teacher Expectations: ..........................................................................................................5
Communicating Expectations: .............................................................................................6
Management Procedures and Routines ............................................................................................6
First Week: ...........................................................................................................................6
General Procedures: .............................................................................................................6
Procedures (Students): .........................................................................................................7
Procedures (Classroom): ......................................................................................................8
Procedures (Instruction): ......................................................................................................8
Procedures (Teacher): ..........................................................................................................9
Structures of Learning Environment and Classroom Rules ............................................................9
Fundamental Theorists: ........................................................................................................9
Motivational Strategies: .....................................................................................................10
Pre-School Check List: ......................................................................................................10
Classroom Rules: ............................................................................................................... 11
Consequence Hierarchy: .................................................................................................... 11
Structure of General Music Elementary Classroom: ......................................................... 11
Structure of Elementary/Middle School Beginner Band Classroom: ................................12
Structure of Elementary/Middle School Beginner Choir Classroom: ...............................13
Differentiation: ...................................................................................................................13

Part II. Middle and High School ................................................................................................13

Students Objectives and Expectations of Behavior ......................................................................13
Behavioral Expectation: .....................................................................................................13
Classroom Motto:...............................................................................................................13
Classroom Expectations:....................................................................................................14
Teacher Expectations: ........................................................................................................14
Communicating Expectations: ...........................................................................................14
Management Procedures and Routines ..........................................................................................14
First Week: .........................................................................................................................14
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General Procedures: ...........................................................................................................15

Procedures (Students): .......................................................................................................16
Procedures (Classroom): ....................................................................................................16
Procedures (Instruction): ....................................................................................................17
Procedures (Teacher): ........................................................................................................17
Structures of Learning Environment and Classroom Rules ..........................................................18
Fundamental Theorists: ......................................................................................................18
Motivational Strategies: .....................................................................................................18
Classroom Rules: ...............................................................................................................19
Pre-School Check List: ......................................................................................................19
Consequence Hierarchy: ....................................................................................................20
Structure of General Music Middle/High Classroom: .......................................................21
Structure of Elementary/Middle School Beginner Band Classroom: ................................22
Structure of Elementary/Middle School Beginner Choir Classroom: ...............................22
Differentiation: ...................................................................................................................24

References ......................................................................................................................................26
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Philosophy of Education
My background in music provides a unique perspective. In my philosophy, 2015, I wrote
that I was influenced by my band director. I was because she is a great person, and role model. I
never really elaborated that she was a choir director in a band director position. My situation
made me decide to be an educator, because I felt that every student deserves a person who is
competent in their area. I had hurdles due to unavailable opportunities from my past. I came into
college not being able to read the notes on my page, or do basic things such as scales, but that
was the passion that ignited me to continue. I always felt as if I was last place amongst my peers,
but I knew that I could persevere, and haven’t gave up. I am an adult learner, and I have come a
long way. Given my background, it is my belief that all students should be offered the
opportunity to explore and discover music.
My method of instruction in the Elementary setting will consist of the Orff approach as
well as the Kodaly method. I like that the Kodaly method focuses on the expressive and creative
skills of musicianship, and that it is very relatable to ear training. It is interactive, collaborative
and highly kinesthetic, which goes along with the Orff approach. The Orff approach involves
students in experiences in rhythmic and melodic opportunities teaching children about music that
engages their mind and body through a mixture of singing, dancing, acting and the use of
percussion instruments. In my ensemble settings I will make sure that I find the best method
books, warm-ups, and grade level repertoire for my students to make them feel 70% competent
and 30% challenged.
For my management plan within the classroom I want to adopt the models of assertive
discipline. I like assertive discipline because it already sets the expectations clear for your
students. Students know they must be responsible. Whether that is for projects, supplies, music,
or instruments. The Assertive Discipline model seems fair because the students and teachers have
rights. In the music classroom activities can get out of hand when we are involving instruments,
an assertive teacher, because it would mean that they would have to take care of the problem
directly.
The teaching and learning of music has been recorded as an important part of one’s
education as early as the time of Greek civilization. Plato once wrote: “Music is moral law; it
gives soul to the universe, wings to the mind, flight to the imagination, a charm to sadness,
gaiety, and life. It is the essence of order, and lends to all that is good, just and beautiful.” Music
is powerful and exponentially significant. Music is a subject that spans beyond the normal
classroom. There are many classrooms that I may have to adopt and adapt to. In my teaching, I
plan to teach an appreciation and understanding for music, a competence of knowledge, as well
as let students perform to their full potential and ability.
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Classroom Management Plan

Introduction
My goal is to provide an effective learning environment, that is safe for all students. To
accomplish this goal, the Assertive Discipline model will be implemented in the classroom. This
model will prevent discipline, as well as correct it immediately by stopping the distraction within
the classroom with an assertive voice. The model will also create a positive management to the
culture and climate of the class. I will use this model across all spectrums of a music classroom.
Part I. Elementary and Beginning Ensembles
Behavioral Expectations
Students Objectives and Expectations of Behavior:
The music class is considered an academic class. I will expect and enforce the same
high standards as the classroom teacher.

Classroom Motto
To instill a sense of pride and inspiration. I will have this quote by Carl Orff visible
within front of the classroom. I will have it serve as call and response. Students will recite it
along with me. Music is a kinesthetic class.
“Tell me, I forget; Show me, I remember; Involve me, I understand”- Carl Orff

Classroom Expectations
My expectations for my ALL my classes are to:
o Participate- I want you to learn, but also if I have no examples of your work, I have no
grade for you report card.
o Respect – No talking while others are speaking. Respect your neighbors personal space,
and instruments. Raise your hand if you have a question, comment, or concern. Be kind
to each other.
o Listen Appropriately- Directions are important. My job as your conductor/teacher is to
help shape you. I am here to help you become competent in music. I love music, it is my
passion, and I want to share it with you!
o Be Responsible- Be on time, be prepared. It will not only help you in my class, but help
you go a long way in life.
I will have my expectations posted at the front of the class.

Teacher Expectations
I want the students to know that I expect as much from myself as I do them.
 I will treat my students and faculty members fairly and accommodate students in
however they need.
 I will be respectful.
 I will learn more so that my students learn more. I will be a forever learner.
 I will ensure that my classroom is a safe learning environment.
 I will be assertive but it will help my classroom be managed.
 Learning, safety, and creativity will be the priorities in my classroom.
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Communicating Expectations: To communicate my expectation, I will be clear about my

expectations and what I want from my students and expect them to do. To remind them of
the expectations I will be posting them around the classroom.
I will have a positive attitude around my students.
I will be personable to them but also remain in charge.
I will be a motivator of my expectations and cheer my students on.

Management
Procedures and Routines
.
First Week:
During the first week of class, students will be introduced to the daily routine when
coming into class. If in the music classroom, they will be seated in alphabetical order; if in the
choir classroom, they may sit where they believe their voice part to be, or for younger students
they will have assigned seating. According to Harry and Rosemary Wong’s book The First Days
of School: How to be an Effective Teacher, the most important things that students want to know
on the first day is:
 Am I in the right room?
 Where am I supposed to sit?
 Who is the teacher as a person?
 Will the teacher treat me as a human being?
 What are the rules in the classroom?
 What will I be doing this year?
 How will I be graded? (Wong,2007)

On the first day I will make sure students know that this is “Room _____, and this is
____________ class, if you are in the wrong class you have the liberty to leave and find your
right class.” I will have assigned seats where I will put them in pods.
My organization will be alphabetical and everyone will get a number 1-5 that is associated to
a color. Before they ever step foot into my classroom I will ask them to line up quietly against
the wall in the hallway outside my door, before they enter it must be silent. If they are talking
while they enter, we will go back outside and rehearse and practice until they come into the class
ready to learn.

General Procedures:
Entering and Leaving the Room
Students will only enter the room after being invited by the music teacher to come in. They
will enter quietly and go to their assigned seat.
Attendance
When you miss school, please come see me for your substitute missed activity.
Lunch
Lunch time is from 12:10-12:40. Students will line up single file in the classroom and be
escorted quietly from the classroom. Hallway rules apply.
Using the Restroom/Fountain Drink
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I will only allow one person out of the room at a time. Students must quickly go to the
restroom/fountain and return to class.
Lining Up
Students will line up alphabetical in a straight line.
Announcements
When students hear the beep on the intercom for announcements, all students will stop and
listen to the announcements.
Pledge of Allegiance
Students will stand for the pledge of allegiance, and cite it crossing their right hand over their
heart.
Classroom Visitors
When a visitor enters the classroom, the class should continue as if the visitor is not there and
continue working. If the visitor is there for a presentation, students will be able to listen to
the visitor.
Going to the Nurse
Students who are feeling ill will have the opportunity to go to the nurse. I will fill out the
nurse form and call the nurse that the student is coming.
Teacher Missing
Remain calm and quiet at a whisper. Your teacher will return to the classroom soon. If the
teacher does not return in 15minutes the person whose name is on the top of the alphabet
may go to the classroom teacher and notify her.

Procedures Students:
Before Entering Classroom
Gum, candy, food and drinks are thrown away or left in classroom.
Approach the music room in single file form quietly.
Wait for the MUSIC Teacher to invite you into the classroom.
When You Enter:
Enter room quietly and go to your assigned seat.
Students will remain quiet while teacher will take attendance.
 Get your mind prepared to learn.
Transitioning:
 Call and Response Signal (Attention Getter)
 Silent Signal- Raising Hand (To make sure the chatter rests)
 Power Word (To make sure students are listening)
 Vocabulary In a moment….
 Give directions (CLEAR AND CONCISE)
 Use “GO” as the signal.
 Observe
(Todd Finley) Edutopia
Instruction Time:
 Students are not permitted to touch instruments unless permitted.
 Students will participate in lesson and watch attentively.
 Students will follow the directions to their best ability.
Work Time:
 Complete seat work in silence.
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 Complete group work quietly.

 Use good posture in singing. Sit tall or stand straight.
Heading Paper:
Students will record their name, class, and date in the top right corner.
Ex. Henry Clay
Huffy
October 31, 2020
Handing in Work:
Students will place their papers into color specific bins that coordinate with their class
neatly. The class name will be posted on the bin.
(Corry,2016)
Procedures Classroom
Fire
Remain calm, leave your things and walk to the nearest exit. Gather at the meeting place.
Tornado
Remain calm, in an orderly fashion under Tornado Warning we will go to the tornado shelter
hallway of the school and crouch down and cover our ear and head against the wall.
Earthquake
Remain calm, grab a textbook and get under a solid surface such as a desk, and keep your
head covered.
Lockdown
Remain calm, stay in the classroom and hide where you are not infront of the windows or
doors.
Using Computers
 Student do not have permission to use the computers in the class.
Instruments
 Students are only allowed to use instruments with teacher’s permission.

Procedures Instruction
Getting out Supplies
When students arrive to class they are to grab a pencil from the cup and grab their note books
from their cubbies.
Behaving during instruction
Students are expected to behave while instruction is taking place. If students test the rules I will
refer to the discipline hierarchy.
Asking for help
For help whether it is a question, comment or concert, all any student has to do is raise their hand
and I will help them to my best ability.
Guest Speakers & Substitutes
Students will respect the guest speakers and substitutes. They will participate in activities, and be
at tentative to the guests.
Taking tests
Students will take tests after every unit. I will go over test prep with students the lesson before
the test. Students will take tests
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Procedures Teachers
Beginning the day:
 Arrive to school early.
 Prepare class binders
 Arrange room
 Erase Board
 Get ready for the day.
During Class:
 Be respectful to students
 Be engaging
 Be prepared
 Be passionate for your subject
 Solve problems
 Transition smoothly
Between Classes:
 Reorganize classroom
 Teacher Bathroom Break
 Greet students
Planning Period:
 Reorganize classroom
 Grade some class work
 Check Emails and Respond
Ending Day:
 Clean surroundings
 Organize Desk
 Get ready for next day.

Structure of Learning Environment and Classroom Rules

Fundamental Theorists:
In creating my classroom management plan, I found myself reflecting that I was basing my plan
on Ginott, Skinner, Redl and Wattenberg, and Glasser. I was eclectic in choosing my foundations
of classroom management theorists. I chose Skinner because he believed that students can be
shaped by applied behavior principles. Redl and Wattenberg because of the group life within the
classroom. Glasser because of his psychological needs, which I believe a student needs to be
chemically balanced to be able to learn and must accept responsibility within a class, and finally
Ginott who believes the teacher sets the environment for behavior. (Manning,2014)
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(Manning,2014)
Motivational Strategies:
Motivation is any factor that increases the vigor of an individual’s activity. (Campbell&
Kassner,2014)
Intrinsic:
1. The task has clear goals.
2. We feel we have a chance to complete the tasks
3. The task provides immediate feedback.
4. Concern for the self disappears.
Extrinsic:
1. Rewards
2. Feedback
3. Grades
4. Awards (Campbell & Kassner,2014)

Pre-School Check List:

Curriculum and Plans
 Curriculum Binder with NAfME Standards
 First Week Lesson Plans
 Month Calendar
 Sub Binder
 Concert & Competition Dates
 Staff Meeting and Board Meeting Dates
Classroom Supplies
 Pencils, Crayons, Markers
 Tissues
 Hand Sanitizer
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 Scissors & Glue

Instruments & Technology
 Piano
 Rhythm Instruments
 Melodic Instruments
 Orff Instruments
 Mallet Storage
 Speakers
 Computer
 Smartboard
Seating
 Chairs arranged
 Carpets in order
 Student Seating Charts (Alphabetical order)

Classroom Rules:
I will use the word MUSIC as an acronym for my rules. This can be applied at any grade level,
and setting. With these rules I will have to be consistent in my classroom. I will have these rules
posted around the classroom. (Saari,2015)
Make good choices and be respectful to your classmates.
Use instruments and materials with care.
Speak, sing, and play only when asked.
Involve yourself in learning, bring your instrument to class every day.
Cooperate with peers and teacher.

Consequence Hierarchy
If rules are tested I will be assertive to the problem and refer to my consequence
hierarchy for disciplinary action. With my consequences nothing will ever be carried from the
previous day.

Middle/High School:
1st Offense- Warning
2nd Offense- Write Up and sent to office
3rd Offense- Write up, office, parent-phone call
4th Offense- Write up, office, parent contacted for parent-teacher conference regarding the
student.
*Note: Consequences that impact student safety or major violations of school code of
conduct will result in direct referral to the office and may bypass offenses above. *

Sample Classroom Arrangements

Structure of General Music Elementary Classroom
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(Created in Microsoft Paint)

The students will be assigned seating (chairs). On the first day I will divide students into
groups of four as they come into the class. They will be assigned a color, and will have their first
task to create an appropriate name for their group. The pods will help with discussion, each
student will have a partner beside them as well as another pair to collaborate behind them. We
will also rehearse rug transition. Each pod will be dismissed to sit on a line on the rug to watch
presentations or videos. Storage will be along the back of the music classroom wall where it is
not distracting to students, and instruments will be stored safely in instrument cubbies.
Structure of Elementary/Middle School Beginner Band Classroom:

(Created in Microsoft Paint)

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In my beginning band stages I want students to be parallel to each other. This is the
reason for straight lines. The straight lines will help students check their unity with other students
and have them analyze whether they are following the correct guidelines (feet flat, posture,
fingering, stand heights). The straight lines will also help me with grading those factors. I do not
have a podium inserted because I will be walking around the classroom trying to help students
become better players, and checking their technique. The instruments will be determined by trial
and error during the first week of class. The percussion section will be set up as 2 mallet
instruments, and 4 snare pads. During exercises percussion members will split their time so that
they become a well-rounded percussionist.

Structure of Elementary/Middle School Choir Classroom:

Due to the development of a younger students voice my elementary school students will
either be in unision or will be divided into two parts. I will divide my stronger vocalists amongst
the parts to create a better sound.

Differentiation:
Our goal for differentiated learning is to acquire to someone needs. Someone that learns differently
will be analyzed, so that they can reach maximize growth. If you are giving a lesson on different
rhythmic values of notes. You would probably pose more of an audible lesson. We’re appealing to
the ears. To differentiate for a visual learning, you may write the rhythm on the board. For a
kinesthetic learner you would have them clap the rhythm. For a linguistic learner you may use the
numbers to count or use words such as pe-per-ro-ni for sixteenth notes. We want to appeal our
lessons to the different intelligences of a student.

The 8 Multiple Intelligences:

1. The Linguistic Learner.
2. The Naturalist.
3. The Musical or Rhythmic Learner.
4. The Kinesthetic Learner.
5. The Visual or Spatial Learner.
6. The Logical or Mathematical Learner.
7. The Interpersonal Learner.
8. The Intrapersonal Learner. (Vermer, 2018)

Part II. Middle and High School

Students Objectives and Expectations of Behavior
Behavioral Expectations
The music class is considered an academic class. I will expect and enforce the same high
standards as the classroom teacher.

Classroom Motto
To instill a sense of pride and inspiration. I will have this quote by Carl Orff visible
within front of the classroom. I will have it serve as call and response. Students will recite it
along with me. Music is a kinesthetic class.
 P a g e | 14

“Tell me, I forget; Show me, I remember; Involve me, I understand”- Carl Orff

Classroom Expectations
My expectations for my ALL my classes are to:
o Participate- I want you to learn, but also if I have no examples of your work, I have no
grade for you report card.
o Respect – No talking while others are speaking. Respect your neighbors personal space,
and instruments. Raise your hand if you have a question, comment, or concern. Be kind
to each other.
o Listen Appropriately- Directions are important. My job as your conductor/teacher is to
help shape you. I am here to help you become competent in music. I love music, it is my
passion, and I want to share it with you!
o Be Responsible- Be on time, be prepared. It will not only help you in my class, but help
you go a long way in life.
I will have my expectations posted at the front of the class.

Teacher Expectations
I want the students to know that I expect as much from myself as I do them.
 I will treat my students and faculty members fairly and accommodate students in
however they need.
 I will be respectful.
 I will learn more so that my students learn more. I will be a forever learner.
 I will ensure that my classroom is a safe learning environment.
 I will be assertive but it will help my classroom be managed.
 Learning, safety, and creativity will be the priorities in my classroom.

Communicating Expectations:
To communicate my expectation, I will be clear about my expectations and what I want from my
students and expect them to do. To remind them of the expectations I will be posting them
around the classroom.
I will have a positive attitude around my students.
I will be personable to them but also remain in charge.
I will be a motivator of my expectations and cheer my students on
Management Procedures and Routines
First Week:
During the first week of class, students will be introduced to the daily routine when
coming into class. I want the students to know that I will treat everyone fairly and accommodate
students in however they need. On the first day I will make sure students know that this is
“Room _____, and this is ____________ class, if you are in the wrong class you have the liberty
to leave and find your right class.
The high school and middle school students will be able to choose their seats freely as
long as they are seated before the bell rings in a general music setting. As soon as the bell rings
they will have a bell ringer. Ensembles will have their own assigned seats and will be seated with
instruments out before the bell rings and will start their warm up on a concert pitch ex: A. If in
the choir classroom, they may sit where they believe their voice part to be.
 P a g e | 15

According to Harry and Rosemary Wong’s book The First Days of School: How to be an
Effective Teacher, the most important things that students want to know on the first day is:
 Am I in the right room?
 Where am I supposed to sit?
 Who is the teacher as a person?
 Will the teacher treat me as a human being?
 What are the rules in the classroom?
 What will I be doing this year?
 How will I be graded? (Wong,2007)

I want to address Social Media as a Teacher. With the advancements of Technology and Social
Media, I think it is a difficult decision on how accessible you want to be to your students. I want
to be a role model to students, but I also want to separate my personal life, from my work life. If
I am in a director position, I will create a specific Facebook or social media outlet just for my
band students.
I will put the Facebook account under Band Director Riggins and create a page for The
_______________ Marching Band or ______________ Choir where I can post announcements
and calendar events (ex: competitions and booster meetings.) I think Facebook is an advantage
for us teachers if we use it wisely. It will also be tweaked to where comments must have
approval for preventative measures of misuse.
I will distribute an Emergency Phone Number that will direct to my cellphone, for
students and parents. This will be used on field trips to competitions incase issues arise. I will
also have students subscribe to Remind 101.

General Procedures:
Entering and Leaving the Room
Students will come in and sit down in their seat. When the bell rings the ensemble, students
will begin tuning and the general music students will begin a bell ringer.
Attendance
When you miss school, please come see me. I may have work for you to complete.
Lunch
At 12:35 students will be dismissed to the cafeteria where I will walk with them to make sure
that no situations arise.
Using the Restroom/Fountain Drink
I will only allow one person out of the room at a time. Students must quickly go to the
restroom/fountain and return to class.
Announcements
When students hear the beep on the intercom for announcements, all students will stop and
listen to the announcements.
Pledge of Allegiance
Students will stand for the pledge of allegiance, and cite it crossing their right hand over their
heart.
Classroom Visitors
When a visitor enters the classroom, the class should continue as if the visitor is not there and
continue working. If the visitor is there for a presentation, students will be able to listen to
the visitor.
 P a g e | 16

Going to the Nurse

Students who are feeling ill will have the opportunity to go to the nurse. I will fill out the
nurse form and call the nurse that the student is coming.
Teacher Missing
Remain calm and quiet at a whisper. Your teacher will return to the classroom soon. If the
teacher does not return in 15minutes the teacher’s aide should call the office and see where
the teacher is. An emergency may had arisen.

Procedures Students:
Before Entering Classroom
Gum, candy, food and drinks are thrown away or left in locker.
When You Enter:
Enter room quietly and go to your seat.
Students will remain quiet while teacher will take attendance.
 Get your mind prepared to learn.
Instruction Time:
 Students are not permitted to touch other people’s instruments unless permitted.
 Students will participate in lesson/rehearsal and watch attentively.
 Students will follow the directions to their best ability.
 Students will play to their best ability
Work Time:
 Complete seat work in silence.
 Complete group work quietly.
 Use good posture in singing/playing. Sit tall or stand straight.
Heading Paper:
Students will record their name, class, assignment, and date in the top right corner.
Example: Henry Clay
1st period
Beethoven
October 31, 2020
Handing in Work:
Students will place their papers into color specific bins that coordinate with their class
neatly. The class name will be posted on the bin.

Procedures Classroom
Fire
Remain calm, leave your things and walk to the nearest exit. Gather at the meeting place.
Tornado
Remain calm, in an orderly fashion under Tornado Warning we will go to the tornado shelter
hallway of the school and crouch down and cover our ear and head against the wall.
Earthquake
Remain calm, grab a textbook and get under a solid surface such as a desk, and keep your
head covered.
Lockdown
Remain calm, stay in the classroom and hide where you are not infront of the windows or
doors.
 P a g e | 17

Using Computers
 Student do not have permission to use the computers in the class.
Instruments
 Students are only allowed to use instruments with teacher’s permission.
Cellphones:
Cellphones can serve as a tool of learning, they are allowed in my classroom. You can use it too
look up useful information pertaining to our subject or as a tuner. Tuning apps and fingering
charts are encouraged. Tonal Energy is a great example.

Procedures Instruction
Getting out Supplies
When students arrive to class their supplies are to be ready before the last bell rings.
Behaving during instruction
Students are expected to behave while instruction is taking place. If students test the rules I will
refer to the discipline hierarchy.
Asking for help
For help whether it is a question, comment or concert, all any student has to do is raise their hand
and I will help them to my best ability.
Guest Speakers & Substitutes
Students will respect the guest speakers and substitutes. They will participate in activities, and be
at tentative to the guests.
Taking tests
Students will take tests after every unit. I will go over test prep with students the lesson before
the test. Students will take tests

Procedures Teachers
Beginning the day:
 Arrive to school early.
 Prepare class binders
 Arrange room
 Erase Board
 Get ready for the day.
During Class:
 Be respectful to students
 Be engaging
 Be prepared
 Be passionate for your subject
 Solve problems
 Transition smoothly
I want to keep the classroom flowing as smoothly as possible.
Middle/High: For the ensemble I will be using a verbal/silent cue that will work
interchangeable. It is a count down. I will start at 5 and countdown to 1. I will decrescendo my
voice until it is silent and just a hand signal and instruction will begin.
I will use a timer for warm up time. I want to spend at least 15-20minutes on tuning and warming
up the band.
 P a g e | 18

Between Classes:
 Reorganize classroom
 Teacher Bathroom Break
 Greet students
Planning Period:
 Reorganize classroom
 Grade some class work
 Check Emails and Respond
 Plan Sight Reading Exercises
 Plan repertoire
Ending Day:
 Clean surroundings
 Organize Desk
 Get ready for next day.

Structure of Learning Environment and Classroom Rules

Fundamental Theories:
In creating my classroom management plan I found myself reflecting that I was basing
my plan on Ginott, Skinner, Redl and Wattenberg, and Glasser. I was eclectic in choosing my
foundations of classroom management theorists. I chose Skinner because he believed that
students can be shaped by applied behavior principles. Redl and Wattenberg because of the
group life within the classroom. Glasser because of his psychological needs, which I believe a
student needs to be chemically balanced to be able to learn and must accept responsibility within
a class, and finally Ginott who believes the teacher sets the environment for behavior.

(Manning,2014)
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Motivational Strategies:
Intrinsic:
1. High-Quality Music
music should be central motivating force for any musical learning.
2. Wide Musical Repertoire-
maintains interest and helps with pacing.
3. Clear and Attainable Goal
all students should know why they are practicing and what their objective is.
4. Technical Drills using Real Music-
encountering technical drills in real music will encourage students to do technical
exercises.
5. Listening Experiences- Player should not play all of the time. Students are interested in
students who perform at their own age. Students will be able to hear and understand
musical differences.

Extrinsic:
1. Effective Praise- students will respond to a deserved compliment from a teacher whom
they respect.
2. Challenge Systems- students in the lower ranks of chair may aspire to the higher chairs
through a fun testing.
3. Recordings- Students see their efforts and points their shortcomings as well as
achievement.
4. Grading Systems- Practice/Progress Charts or Point systems. The students will see their
progress visible in front of the classroom and want to keep involved in their work.
5. Competition-the occasional contest to show the bands technical proficiency.
6. Social Activities- Special trips help foster a spirit of unity and help maintain interest.
(Richard J.Colwell)

Classroom Rules: I will use four simple rules to set clear limits within the class. With these
rules I will have to be consistent in my classroom. I will have these rules posted around the
classroom.
Students will bring instrument to class.
Students will not speak unless asked during rehearsal.
Students will not eat/drink in the ensemble room.
Students will not chew gum in the ensemble room.

Pre-School Check List:

Curriculum and Plans
 Curriculum Binder with NAfME Standards
 First Week Lesson Plans
 Repertoire
 Month Calendar
 Sub Binder
 Concert & Competition Dates
 Staff Meeting and Board Meeting Dates
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Classroom Supplies
 Pencils, Crayons, Markers
 Tissues
 Hand Sanitizer
 Scissors & Glue
 Stands
Instruments & Technology
 Piano
 Rhythm Instruments
 Melodic Instruments
 Orff Instruments
 Mallet Storage
 Tuners
 Speakers
 Computer
 Smartboard
Seating
 Chairs arranged
 Stands arranged

Consequence Hierarchy
If rules are tested I will be assertive to the problem and refer to my consequence
hierarchy for disciplinary action. With my consequences nothing will ever be carried from the
previous day.

Middle/High School:
1st Offense- Warning
2nd Offense- Write Up and sent to office
3rd Offense- Write up, office, parent-phone call
4th Offense- Write up, office, parent contacted for parent-teacher conference regarding the
student.

*Note: Consequences that impact student safety or major violations of school code of
conduct will result in direct referral to the office and may bypass offenses above. *
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Sample Classroom Arrangements:

Structure of General Music Middle/High School Classroom:

(Created in Microsoft Paint)

My set up for my General Music class is based that I want students to be able to have
discussion as well as have a space to create. The black space is to represent where I can put
tables or groups of desks, depending on resources and quantity of students. I want all students to
face inward towards the creative space and board. Many times, we find the general music class to
be boring, but I want to treat it as a fun discussion and participation class. I feel that this
formation will help students be able to collaborate with each other as well as me.
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Structure of Middle/High School Band Classroom:

(Created in Microsoft Paint Riggins, 2018)

Front Row: R-L Flutes Clarinet 1
Middle Row: Saxaphones, Low Reeds, Clarinets 2,3
Back Row: French Horns, Tuba, Baritone, Trombone, Trumpets
Percussion: Timpani Bass Drum, Snare Drum (CENTER) Auxilary Marimbas 1&2 Chimes Bells Vibes
*Chimes, Bells, and Vibes (metals) can be moved to the empty space beside timpani to match texture of flutes.

My formation for band is a lot like other structures you would find in textbooks. I chose
to seat the woodwinds in front since they are the quietest in terms of volume and the brass and
percussion furthest away as they are the loudest. This is so that I can get the best balance from
my ensemble as possible. Saxophones are seated in front of the French horns since a lot of parts
in music are doubled with the two instruments and that case French horns can tune to the right
partition to be in unison with the saxophones notes. All mallet percussion are together for the
learning process but if I need to move the “metals” to the right side (director POV) to match
texture of flutes it can be a quick easy fix.

Structure of High School Choir Classroom:

I will rehearse my HS choir in concert arch. I researched what works in the classroom
and found this great resource. I will take in consideration how strong my choir members and
their sections are and arrange them in arch. I want to rehearse in concert arch because it helps
with listening. (Danyew,2016)
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(Danyew,2016)
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(Danyew,2016)

Structure of Percussion Ensemble Middle/ High School:

The setup of the Percussion Ensemble will be determined on the logistic formation of the
piece. Here is a sample of how the ensemble rehearsal setup may look.

Concert Ensemble: Suggested Setup for Ralph Hicks Mi-Milagro

(Tapspace: Ralph Hicks Mi-Milagro)

Differentiation:
Our goal for differentiated learning is to acquire to someone needs. Someone that learns differently
will be analyzed, so that they can reach maximize growth. If you are giving a lesson on different
rhythmic values of notes. You would probably pose more of an audible lesson. We’re appealing to
 P a g e | 25

the ears. To differentiate for a visual learning, you may write the rhythm on the board. For a
kinesthetic learner you would have them clap the rhythm. For a logical learner you may use the
numbers 1e+a to count or use words such as linguistic learner pe-per-ro-ni for sixteenth notes. We
want to appeal our lessons to the learning styles.

The 8 Multiple Intelligences:

The Linguistic Learner.
The Naturalist.
The Musical or Rhythmic Learner.
The Kinesthetic Learner.
The Visual or Spatial Learner.
The Logical or Mathematical Learner.
The Interpersonal Learner.
The Intrapersonal Learner. (Vermer, 2018)
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References:
Finley, T. (2017, March 13). Mastering Classroom Transitions. Retrieved March 29, 2018, from
https://www.edutopia.org/article/mastering-transitions-todd-finley

Cox, J. (n.d.). Classroom Management: Procedures. Retrieved March 29, 2018, from
http://www.teachhub.com/classroom-management-procedures

C., & M. (2007) Harry Wong, Retrieved (2018), from

http://www.yale.edu/21c/arkansas/documents/Meek_9_25_07_HarryWong,pdf

Campbell, P. S., & Scott-Kassner, C. (2014). Music in childhood: From Preschool through the
Elementary Grades. Australia: Schirmer Cengage Learning.

Colwell, R., Hewitt, M. P., & Fonder, M. (2011). The Teaching of Instrumental Music. New
York: Routledge..

Manning, M. L. (2014). Classroom management: Models, Applications, and Cases. Pearson.

Corry, R. M. (2016, May 17). Simple Ways to Keep Your Music Classroom Running Efficiently.
Retrieved from NAfME: https://nafme.org/six-music-classroom-management-strategies/

Saari, S. (2015, July 01). Music Class Rules. Retrieved from Responsive Classroom:
https://www.responsiveclassroom.org/music-class-rules/

Vermer, E. (n.d.). At Your Fingertips: The 8 Types of Learning Styles. Retrieved March 29, 2018,
from https://www.skillsyouneed.com/rhubarb/fingerprints-learning-styles.html

Danyew, A. (2016, February 01). Infographic: 10 Ways to Seat A Choir. Retrieved March 29,
2018, from https://www.ashleydanyew.com/posts/2016/infographic-10-ways-to-seat-a-
choir