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Description: The orange are considered atoms. The green bubbles are the shared electrons between them.

The Atomic Universe of Music Education By Zeke Graf

Teacher Identity and Development

Teacher Identity And Development

A teacher's identity is based on the idea of what they already know, and what they are willing to learn. Successful teachers always keep learning, keep asking questions, and keep growing within their profession. Developing a sense of continued learning is pivotal to the progress of music education.

Source: Thompson, Music Educators Journal, Vol. 93, No. 3, Special Focus: Music Teacher Preparation

(Jan., 2007), pp. 30-35

Philosophy

Philosophy Application

1) Understanding how to continue learning, and reaching for success within your teaching. You don't know everything about music, so you must understand that there is so much more to learn adn develop your self as a teacher.

2) Music teachers bring out their own identity to their students, whether that be fun, strict, welcoming, or hardening, each teacher brings out themselves before their students, and the students understand what to expect from you.

3) Music educators must learn, and grow, and fall down from failure, and then get back. Teachers find their identity by teaching, and the best way to teach is to learn. Music educators must find their musical identity to share with their students, and grow within their own development of their identities.

Pedagogy

Pedagogical Action

I will continue to find experiences to help me learn and grow, to teach a challenging class how to find their own love of music by demostrating my own. I will push forth an effort to lead my students into the world of music, and guide them to develop their own musical identities. I will show them different cultures, different pasts, different times, and show them how vast the world of music is.

Questions

Questions

Why do musicians often consider teaching a "fall-back" option, and how often do people fall out of teaching because they feel this way?

Source: https://www.thestudiochallenge.com/blog/im-sick-of-helping-music-teachers-put-out-fires

How much change do teachers need to go through throughout their career?

Source:https://www.schoolmanagementplus.com/teaching-leading/why-even-great-teachers-must-embrace-change/#:~:text=“A%20true%20professional%20will%20recognise,asking%20the%20students%20to%20change.

Planning Instruction

Lesson planning, however simple it may be, is not really that small of a task. Lesson plans are adaptations to what is the teachers plan for what is to occur during the class. However, whenever you plan instruction, be extra careful to realize every day won't be 100% right by your plan.

Planning Instruction

Questions

Questions

“Accept blame for apparent problems”. How often should that be done and when?

Source: https://www.edunators.com/becoming-the-edunator/step-1-accept-responsibility-for-learning/stop-playing-the-victim-teachers-and-the-blame-game

When your lesson plan has not worked out for a couple of days, how do you move forward?

Source: https://www.wgu.edu/heyteach/article/5-tricks-save-derailed-lesson-plan1810.html

Philosophy

Philosophy Application

1) Students want to know that they have accomplished something, and being prepared with instruction for every class helps students understand that there is an expectation everyday to show up and be responsible, safe, and committed.

2) Even though music is a subject that can be taught "through the brain" like many music teachers have fallen in the habit of doing over the years, there is a consistent amount of success that happens when you have objectives and you meet them within your daily classtime.

Pedagogy

Pedagogical Action

Have a lesson plan ready for every class, and have goals for them on a daily, weekly, monthly, and yearly basis. Be ready for anything that the students might throw your way, but make it important to clearly know what to say when the students ask "What are we doing today?". Be ready, well prepared, and consistent within a timely manner.

What Makes an Effective Teacher?

Effective teachers love music and are committed to their students. They strive to give their students their best every day, and expect the same out of them. Music teachers are always performing, though not always for applause. Effective teachers push their students to seek higher goals and help them gravitate towards thriving in life.

What Makes An Effective Teacher?

Source: Brand, Music Educators Journal, Vol. 77, No. 2, Special Focus: The Making of a Master Music Teacher.

(Oct. 1990), pp. 22-25

Questions

Questions

Is the sixth sense for understanding students really a “sixth sense,” or a trait that comes over time with learning diverse ways to teach and understand teaching differently?

Source: https://emmadarwin.typepad.com/thisitchofwriting/2009/12/the-real-sixth-sense.html

What is the best way to get the musical knowledge to linger as a student long after you have passed as their teacher?

Source: https://www.youtube.com/watch?v=HeRus3NVbwE

Philosophy

Philosophy Application

1) Students see the work that you do, and the way your personality and strive for success is played out in your day-to-day classroom. It is evident that the effectiveness of teachers relies on the students understanding of what the teacher asks of them, and clearly giving them success within the motion of their identity.

2) These characteristics make great music teachers and how they contribute to their students' work. They continue to strive to better themselves and bring their professionalism and talent to their career every day. I believe that being passionate in your performance day by day brings not only joy to yourself but makes it more rewarding for your students as well, so that is one of the best characteristics of a master music teacher.

Pedagogy

Pedagogical Action

Stay late with your students, be there when they are struggling. Stay committed to their future when they can't look past their present. Be with them in the moment, and always bring the passion and drive for music. Because when you bring passion and commitment to anything, the students will follow your lead.

Assessment

Assessment

There are three separate categories of assessment that we use to determine whether our students are learning and growing within our concept or not. Diagnostic, which is the aquisition of assessment within a lesson, to see if they are ready to move on. Formative, which creates constructive feedback and clearly assesses how well the students are understanding the concept in the moment. And Summative, a performance/final to assess overall knowledge.

Source: Goolsby, Music Educators Journal, Vol. 86, No. 2, Special Focus: Assessment in Music Education

(Sep. 1999), pp. 31-35+50

Questions

Questions

In high school, I had multiple music teachers that just assessed me based on the whole group’s effort. What could I say to him to change his mind about assessing the whole ensemble at once?

Source: https://www.youtube.com/watch?v=H3ddtbeduoo

How do you enforce things like recordings and worksheets for students to be assessed in relation to students who refuse to do them?

Source: https://study.com/blog/dealing-with-difficult-students-classroom-management-tips.html

Philosophy

Philosophy Application

1) Understanding that each student is their own person and will learn a different topic at a different rate than another student does not consitute failure, but shows the differences between the students you have in your class. Assessment must be used to keep the learning going, while also understanding that not everyone is with you all the time.

2) Assessment is a key strategy that if successfully done, makes for a great program. It is a pedagogy that can be overlooked on how to do it, but it must not be. You must use it as a teacher in order to guarentee success within your programs, and where to place students and when to give them praise for understanding.

Pedagogy

Pedagogical Action

Use of thumbs, scales of 1-5 or "Great" to "I don't even know what this is". Making sure you clearly identify what it means to understand something, and not get it at all, and also letting the students understand where they sit on your scale and where to place them. Use assessment to move forward, or go backwards, but always keep the topic of learning at the forefront of whatever your teaching or how far you have to break it down.

Eurythmics/Elementary Education

Elementary Education is one of movement, games, and a really good bodily introduction to music. Eurythmics exercises the body more than the mind, as it gets your body moving. It enhances your musical abilties in a physical sense, is a study upon how to increase physical stances within the realm of musical learning.

Eurythmics/Elementary Education

Source: Larber and Parker, “Discovering Music through Dalcroze Eurhythmics”, MEJ November 1987.

Questions

Questions

How would you use eurythmics to factor into a high school band class, persay?

Source: https://www.bsmny.org/class/early-childhood/dalcroze-eurythmics/

Eurthymics is the study of the boy in music before the mind. If the body is studied, how do you connect both within a lesson plan for a 50 minute period?

Source: https://www.bsmny.org/class/early-childhood/dalcroze-eurythmics/

Philosophy

Philosophy Application

1) There is success within moiving your students around during rehearsals. Not only will they feel more engaged, you won't be trapped down with as much classroom management, because it helps keep their attention span focused on you.

2) You need to put physicalness into a regular music rehearsal. As a teacher, I need to be able to not only keep my students engaged, but also show them that music can be really enjoyable. Eurythmics definitely brings a part of the music world to light, and gives the whole body a meaning in music.

Pedagogy

Pedagogical Action

Most often, a couple times a week, have my students stand and do an activity that woudl teach them a certain concept while getting them moving around. Showing what it means to move your body to music, and having music be at the forefront of the class will help get the students enticed and actively set for the rehearsal. Give them rhythms to work on, feeling a three-beat pulse, and moving to make sure we know where the offbeats happen, and how we say(or don't say) them.

Classroom Management/Eurhytmics and Elementary Education

Many music classrooms tend to be a lot like normal math classes, where you sit down, you do the work, and you don't get up and move around until the next class, which can cause for short attention spans and possible pandemonium within your class. Finding ways to keep them engaged, getting them out of their seats, keeping them moving throughout the class period. This will help your students stay engaged and focused within your rehearsals.

Music Education Standards

The standards for music education continue to give teachers a basis to plan lessons. The NafMe and Colorado Music Education Standards were designed to give teachers a core to incorporate their own ideas within the classroom. These standards set the ground rules for lesson planning.

Music Education Standards

Source: by Scott C. Shuler, Martin Norgaard, and Michael J. Blakeslee, MEJ 2014

Questions

Questions

How do you know when students have moved above the different levels in high school? I feel like it is easier to examine the extremes of both, but understanding the middle of the pack seems a little bit more difficult to examine.

Source: https://www.edweek.org/teaching-learning/whats-the-purpose-of-standards-in-education-an-explainer/2023/07

Who decides when the students is ready to take the next step? The student, or the teacher based on the standards?

Source: https://www.louisianabelieves.com/docs/default-source/teaching/slt-guidance-and-templates.pdf?sfvrsn=fa7b8f1f_14

Philosophy

Philosophy Application

1) Realiae that the standards do not define your classrom, but more help you know where your students fall on the concept, and how to use those standards to give a set of rubrics and expectations within your classes that students can learn from and see.

2) The standards set the expectations for every teacher within every classroom. They are guidelines that any teacher should use to set their musical curriculum and goals off of. They help guide you through the path of teaching, and make it so you are able to understand and are able to assess where you students fit into your courses.

Pedagogy

Pedagogical Action

When stating the objectives, use the standards within the obejectives. Explain what they will mean for the goals of the class, and the rehearsal as a whole. Find ways to integrate them into certain parts of your assignments, and always incorporate them into your lesson plans and use the standards as guidelines to use.

Classroom Management

Classroom management take more experience than anything else. Being able to have a set routine for your students each and every day, never changing, and have the expectations of each class stay the same. Proactive teachers really are able to keep their classes growing and learning at a quick and comfortable pace.

Classroom Management

Source: Bauer, W. I. (2001). Classroom management for ensembles. Music Educators Journal, 87(6), 27–32.

Questions

Questions

How do we know when to define classroom faults in behavior a problem in class to a problem at home, or within their mental health?

Source:https://www2.ed.gov/documents/students/supporting-child-student-social-emotional-behavioral-mental-health.pdf

How do you find the happy medium between a cumulatively between classroom management and with a consistent sense of autonomy and empathy within your character as a teacher?

Source: https://study.com/blog/dealing-with-difficult-students-classroom-management-tips.html

Philosophy

Philosphy Application

1) Builiding a daily routine helps students know what to expect every day, and know what to expect from you every day, which should be passion and success. Having a clear expectation right from the start of class means for success on all cylinders from the students.

2) Being able to create an atmosphere of expectation and commitment is key to a well-oiled classsroom. Staying committed to your students, and standing by them when they do wrong or make mistakes. Continuing to keep them constantly engaged and focused makes for a productive and smooth rehearsal.

Pedagogy

Pedagogical Action

On the first day, go into the daily routine every day. Make sure they know what you expect them to do at the beginning of class, and throughout class. Make sure if some sections aren't currently needed to participate, that you find something for them to do while they are at standby. Espcially with lower age groups, finding them somthing to do will help the classroom stay managed and not become reckless.

Music Education Philosophy

Having a musical philosophy to put in words and back up what you teach is pivotal to success in this field. A philosophy puts meaning and life to where the music spurs out of, and gives meaning to why you teach and what your goals through teaching are. Succesful teachers must be able to understand where the "why" for music fits into how the will teach and what they want their students to learn.

Philosophy

Source: Reimer. A Philosophy for Music Education: Advancing the Vision, (Chapter 1), pp.1-37

Questions

Question

You mentioned that the Western world is getting close to the end of the post-modern era of philosophy and political science. How do we know once we have left and entered a new era of topics within diversity, teaching, and learning?

Source: https://study.com/academy/lesson/modern-philosophy-definition-examples.html

In the opening, you mentioned the differences between “sound-think” (music) and “language-think” (philosophy). Does this require two different takes on each one, since we have to partake in the thought process of both? Or is the philosophy and how the music should and will be taught?

Source: https://www.youtube.com/watch?v=TlTs7l72rdQ

Philosophy

Philosophy Application

1) Your students need to know why you do what you do, and they will ask you. You must have a quick and easy response that they will understand, and really make sure it aligns with you philosophy and your stance on music education itself.

2) Make sure that you can back up what you are teaching, and back up why you are teaching it. So many teachers fall out of the profession because they stop learning and can't seem to understand the full reason of why they became a teacher in the first place. Having a clear-minded and concise detailed look on what music education really means to you matters to how your teaching passion and identity fits into the classroom.

Pedagogy

Pedagogical Action

Let your students know that you care, and let them know why you became a music teacher. They might not ask that, but continuing to put in your best effort and continued passion through the classroom on a day to day basis will help students, parents, and colleagues alike understand why youaspire to teach and what your take is on teaching in general.

What does it mean to teach Art?

Art is the essence of humanity. It creates experiences, finds expression, and brings out the best in people. Art is different for everyone else, based on what experiences everyone else has. Realizing that any art impacts how other art forms and styles are seen by us and our students really dives into how art creates experiences for humanity within itself.

Teaching Art

Source: Gehry and Striver, Our Kids need Arts Education now more than ever. Here’s what is lost without it, (2023)

Questions

Questions

What is the best way to continue to promote arts education, even though school districts across the nation are seeing its decline in the lives of the students moving forth throughout the years of COVID and beyond?

Source: https://www.wellnessliving.com/blog/music-school-promotion-unique-ways-promote/

If art is the essnce of humanity, then why do so many people have a hard time finding successful ways to teach it?

Source: https://www.bensandbrook.com/node/5

Philosophy

Philosophy Application

1) Show your students how art is the expressiveness of humanity, and how it has changed over time. Guide them through the differences between each art form, and generally make sure that there are pushes for greater understanding of life through music.

2) Art is a form of life, and music is a part of that form. Art applies to humanity, and it expresses how humanity lives, dies, breathes, and walks. As music teachers, we must understand that our task is to draw students into the essence of humanity, and to give them the great chance of expressing themselves in a way they could've never thought possible.

Pedagogy

Pedagogical Action

Perform works of different cultures, different backgrounds, different places. Go to concerts with your students that begs them to ask questions and entise them to learn more. Go and find so many different ways for them to experience art that ou grow and learn with them, and really know what it means to teach art.

Curriculum Basics

The way the American school system has been set up, there are a lot of conflicting opinions on music education and music curriculum. Many teachers just have their curriculum "in their heads", which is unacceptable. We should have a designed plan for action for every student that walks in our door until the day they leave for good.

Curriculum

Source: Conway, Curriculum in Writing Music, (2002)

Questions

Questions

Is this something that administration officials of the school districts will review once it is made? Or can you just roll with what curriculum you have?

Source: https://www.audubonschools.org/docs/district/curriculum%20&%20instruction/curriculum%20guides/elementary%20specials/visual%20and%20performing%20arts/music/apsd%20k-2%20music%20curriculum%20guide.pdf?id=1364

How do we make our scaffolding be able to be changed within the knowledge that ot every student will follow the same path?

Source: https://www.watermarkinsights.com/resources/blog/how-curriculum-mapping-helps-students-learn-more

Philosophy

Philosophy Application

1) Clearly define the curriculum you have to your students. Explain how they will progres through your program, and travel through different areas of courses, and different oppurtunities will arise to give them a future within your courses.

2) Music teachers need to have a written down curriculum to describe their work as they see it progressing, however the curriculum is completely based on the type of classroom that the teacher is running. “Matching what is taught to what is tested”. Most curriculums are very based on the grade-level you teacher, the skill level your students are at when they enter your classroom, and a list of other reasons.

Pedagogy

Pedagogical Action

Create a framework by which to teach by over the course of your students within your program. There are so many ways to teach students and to watch them grow, but making sure that you have a sure and set curriculum that will move and change based on what students you have and where they are going, and what they need to get there.

Diversity and Exceptionalities

Bringing equity instead of equality into your classroom will help guide more diversity and students to your class. Giving the students what the need to exceed, regardless of whatever they are dealing with physically, menatlly, or emotionally. Being able to being open to finding new ways to have students learn is key to becoming a great teacher.

Diversity and Exceptionalities

Source: Palmer, Acknowledging Oppression and Privilege, (2018)

Questions

Questions

How have we improved since the early 2000s in the equity of music education?

Source: https://nafme.org/resource/equity-and-access-in-music-education-2/

How would some students react if I, as a teacher, came to a school where English wasn’t the common language, but I didn’t know any other one?

Source: https://www.misd.net/bilingual/resourcepdf/whatifthey.pdf

Philosophy

Philosophy Application

1) It is easy to find that the most successful students in your program are the ones who have the finances and opportunities to get themselves there, but revealing how music can reach everyone at every level of skill, and musicianship. Everyone deserves the chance to fly, and we as teachers have the biggest chance to create that chance.

2) Be kind, and be ready to face what the students will throw at you. You must be ready to face the challenges that come with having a student with an exceptionality, or a student who does not speak English. you must be ready and willing to change your teaching habits and be ready to change as a teacher within your identity iteself.

Pedagogy

Pedagogical Action

Get students that have exceptionalities fit them into your classrooms. Find different ways to engage with them, ask them about what music from where they are from or what their cultural background is looks like, and learn what it means to teach people like that. Be ready to take on challenges, and acccept changes to the pedagogies and styles of clasroom that you have at play.

Basic Learning Theories

Basic Learning Theories

Understanding that there are different ways your students learn concepts is key to helping your students within your program. Choosing to use all four schools of thought to take your students to the next level of learning will benefit you as a teacher even more. Also, making sure that you adapt your lesson planning and instruction to help your students learn will make for successful rehearsals.

Source: Campbell, P.S., Demorest, S.M., & Morrison, S.J. (2008). Musician & Teacher: An Orientation to Music Education. W. W. Norton & Company (Ch. 6)

Philosophy

Philosophy Application

1) Every student is a different person, who has had different experiences than you, and every other students in the room has. They are their own person, and they will learn concepts easily or have a more difficult time depending on what it means for them.

2) The way you teach something the first time may work for a good portion of the class, but a good majority will need another way. Being able to understand the way students learn is the key to teaching and leading a succesful program and classroom.

Pedagogy

Pedagogical Action

Find different ways to teach. Use eurythmics, get them up and move them around. Find different repertoire and give them challenges that will test what they know or give them a new concept for you to teach them. Get them into groups, pairs, and find ways for them to learn based on each other. Help them to learn from one another even more than just learning from you, and build a real community within your classroom.

Questions

Questions

How do special education students fit into the categories of thought, and when do you know how they move up or what they need to succend and learn?

Source: https://study.com/academy/topic/learning-theories-special-education.html

Is there certain types of pschology that work better in different age groups and with different styles of classrooms?

Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8576596/

The History of Music Education

Plato and Aristotle were one of the first people to really think about music education and how it should be set within the education system. Although they disagreed on how music fits into the world, many of their debates and beliefs have impacted us today. Understanding the conflicts that they had, and the similarities those conflicts have on us really helps us understand where we have come from and how we move forward as successful educators.

History of Music Education

Source: Mark. (n.d.). From Ancient Greece to Today. 2007,

Questions

Questions

If music is moves the spirit and inner soul of the human, then how does music change people over time?

Source: https://www.accsc.ca/Blog/13091460#:~:text=How%20does%20music%20affect%20our,it%20can%20re%2Dinspire%20us.

Is minimalism still considered a type of music that can speak to your soul, or is it more of a pleasure that people might have?

Source: https://live.stanford.edu/blog/may-2020/influence-minimalism

Philosophy

Philosophy Application

1) Music education has been a topic of debate since the times of Plato and Aristotle, and what they argued about still impacts us as teachers today. Music is a world of pleasure, that can bring out the inner fire and intermost being of every person on this Earth. Music brings out the best of everyone, and it touches humanity at it's core.

2) History has taught us that music should be taught successfully to students because it helps them bring their soul to it's full potential.

Pedagogy

Pedagogical Action

Explaining to my students how music is the essence of life for humanity. It does not define humanity, but rather adds to the definition of who we as humans are in our own souls. I will show my students why music plays a big role in their lives and in the world, and how they fit into the world of music that revovles around them. Defining how their future makes up for how the music world changes and adds to the life of music itself.

Observation of Teacher Beahvior

Observation of teachers is one of the practices that helps you really learn what the real field looks like. When you observe a teacher, really look at where their classroom is, how they relate to the students, what they use to build rapport or pedagogies that help their students shine. Observations help you learn what works in the teaching profession and what doesn't.

Observation of Teacher Behavior

Source: Campbell, P.S., Demorest, S.M., & Morrison, S.J. (2008). Musician & Teacher: An Orientation to Music Education. W. W. Norton & Company (Ch. 15)

Questions

Questions

Out of all the qualities to observe when watching teachers, is there one that must be looked at above all others?

Source: https://www.umassglobal.edu/news-and-events/blog/overlooked-qualities-of-a-good-teacher

Is it better to be creative than concise, or punctual or involved?

Source: https://www.umassglobal.edu/news-and-events/blog/overlooked-qualities-of-a-good-teacher

Philosophy

Philosophy Application

1) Allow for students to find other teachers other than yourself, and learn from them. Grow as a teacher as you witness masterclasses and watch as teachers lead their classrooms.

2) Each teacher you observe, you gain knowledge of teaching, whether that be within the classroom, or how to handle administration and parents, every time you observe a teacher you grow into your identity of yourself as a professional educator.

Pedagogy

Pedagogical Action

Get students into masterclasses with other teachers and professors. Get them into private lessons, and have them be taught by someone else other than yourself. Allow them to embrace the differences between you and them, and give them a challenge and have them grow underneath a different experience outside of your classroom.

Diversity and Exceptionalities/Philosophy

Every student is their own person, with their own ideas, and their own backgrounds. Understanding that all students deserve the chance to express themselves through music is the way to give their life meaning, and bring them happinness and expressiveness within art.

Planning Instruction/Curriculum

A curriculum is the basis of your program, and guides how you will teach your students through the years they are in your program. A curriculum is what you plan your daily/weekly instruction on to insure your students are moving forward through your program.

Music Education Standards/Planning Instruction

The standards of music education, whether NafMe or CMEA, define what each student should be learning based on a daily basis based on what they already know. This helps teachers make lesson plans, because it provides them with steps to create instruction. It also helps the teachers understand where the student sits on the stepladder to success.

Effective Teaching/Basic Learning Theories

There are multiple different elements that make up what makes a music teacher so great, but making sure that they understand how students learn is the path to the greatest success. Understanding the ways that students collaborate and channel their own and each other's success is key to great teaching.

Teaching Art/Teacher Identity and Development

What it means to teach art, and to give students humanity's world of expression and value is a remarkable and tall task. When developing into the teacher you would like to become, consider what art means to you and what you want it to mean for your students.

Teacher Identity and Development/Philosophy

Your teaching philosophy can really determine what kind of teacher you are or what teacher you will become. What you think about teaching music is vital to what your teacher identity is, and who your students will be as well. The students follow the examples of their teachers, so being well-oriented and clear-minded about what it means to teach music matters to who you and your students are.

Observation of Teaching Behavior/Teacher Identity and Development

As we go throughout this degree here at CSU, we will have enormous amounts of oppurtunities to observe and study how teachers teach. Who we teach and how we watch them will drastically impact what it means for us as teachers in the future. It can really shape who we are as teachers, and who we will become through our observations and assessment of other teachers.

History of Music Education/Philosophy

The way that Plato and Aristotle had argued about how music should be taught within our schools should revel in our thoughts on our career today. We must believe that the conflicts we face now as educators, and our personal stance on those takes, were questioned since the beginning of music education itself. We must let the past of our degree shape what we believe to be the future of it.

Observation of Teacher Behavior/Assessment

The way you see teachers assess their students, whether it be in practicum, in lessons, or Dr. Johnson himself, you have to either use or understand the way they use it to know whether their students fully understand where they are. There are so many different ways to study and assess students, that not all one teacher has choosen the same thing, so you have to find the best way that works for your own students.

Assessment/Music Education Standards

The standards for music education really can give you a scale with which to assess, grade, and determine where students stand within your program. The standards should not completely determine the way you assess your students all the time, but they are a great way to keep your knowledge of where your students sIt fresh on your mind.

Assessment/Curriculum

The way you assess your students, especially within a summative sense, really determines where they fall along your curriculum and what they need in order to move up the spiral and keep on improving and growing. The curriculum that you create provides a well-ironed basis of how to assess your students correctly and according to your goals and standards that you have for your program.

Classroom Management/Effective Teaching

An effective teacher will always have their classroom managed smoothly down to a clockwork. I have been in many scenarios where the classroom is not managed well, and damage to equipment or other parts of he room can happen, especially at younger ages. Making sure you set boundaries, and place a daily routine that will not change is key to effectively getting your class ready for you to teach that day.

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