MY
STANDARDS
#1. KNOWLEDGE OF SUBJECT MATTER
To prove my understanding of the content I teach - Instrumental and vocal music. Basic content examples include rhythm, form, melody, harmony, meter, pitch, breath, diction throat, and chest tones, etc., and other theoretical concepts. Aspects of music theory, history, composition, rehearsal, and performance are a part of my knowledge base.
My years of experience have given me so much knowledge and so many tools for teaching the discipline of music.
#2. KNOWLEDGE OF TEENAGE DEVELOPMENT AND LEARNING
As an educator, understanding the content and how students learn is crucial to effectively connecting with and teaching my students. This requires an in-depth understanding of child and educational psychology, as well as the ability to adapt my teaching methods to meet the unique needs of individual students.
I strive to create an environment that supports students' social and personal development, by involving them in partner and group work, fostering critical thinking, and providing opportunities for them to interact with others. I approach my students as individuals, treating them with respect and empathy, and by setting a positive example for them to follow.
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Musically, I recognize that students have different learning styles and that rhythmic and tonal abilities must be developed just like other common abilities. I adapt my instruction to accommodate their attention spans and ability to process information. For example, I use active learning methods and age-appropriate exercises to engage and challenge young students. I also use exercises such as playing two pitches and having students identify the higher or lower of the two to help refine their ability to recognize and identify changes in pitch.
Ultimately, I understand that learning is a process and that student-centered teaching is the key to success. I strive to create a positive and engaging learning environment that supports the development of the whole student, academically, socially, and personally.
"All truth passes through three stages. First, it is ridiculed. Second, it is violently opposed. Third, it is accepted as being self-evident." Arthur Schopenhauer
#3. ADAPTING INSTRUCTION FOR INDIVIDUAL NEEDS
Throughout my schooling, I have always heard teachers talk about different learning styles. Visual, auditory, kinesthetic, and the other “multiple intelligences” were mentioned. I always had a decent understanding of what they were, but now they have become truly important and useful to me as an aspiring educator.
Students process information differently. I believe very few students are incapable of learning in one way or another. However, everyone is different and has different strengths. Some students learn things as soon as they see them; others need to write them down before they will learn them. Still, others must apply the information to a different situation or to a problem before they understand it. To make an example from this kind of thinking, more specifically from the music classroom, some students are naturally better at rhythm. Some have the ability to match pitches with their voices; others may be able to do both.
In order to be an effective educator, I should distinguish, individually, how my students learn best and tailor my instruction to meet their needs. Presenting information in only one manner will not suffice; I must present it in multiple ways and using multiple techniques to increase understanding across the class. For example, when teaching a song in the band, I might want to have some of the class play it on their instruments, have some sing, and have others clap the rhythm. Finally, if a student is struggling, I can talk to him to find out how they might be able to learn better. Then I will know how I can modify my teaching strategies to be more effective to more students.
#4. MULTIPLE INSTRUCTIONAL STRATEGIES
This standard pertains to my understanding of teaching strategies and different ways to encourage students to learn to think critically, solve problems, and be active learners. Some of the teaching methods that I have learned include expository vs. interactive, questioning, and other methods. Also, to be an effective educator, I need to be able to understand and recognize in the students their different learning methods - kinetic, aural, and visual, for example. Other ideas that I can use are discovery learning, group work, and problem posing.
Students need to be able to think critically to process information. Not only will they have to take the information given to them and use it in a variety of ways, but they should also be able to decide what they think about the information. Do they agree with it? Understand it? Choose to ignore it? These are all possibilities for the students when they are presented with information. When a student is confronted with a problem, they ought to be equipped with the tools they need to solve it. In a classroom setting, this means that they will not always be expected to arrive at a specific answer, but rather a solution. In other words, these kinds of ill-defined questions do not have one right answer; the process of learning and discovering an answer is much more important than the actual end result. It will be my job, as an educator, to make available all these aspects of learning.
"The rotten apple spoils his companion." - Benjamin Franklin
#5. CLASSROOM MOTIVATION AND MANAGEMENT
Creating a positive and engaging learning environment is crucial for student success. As a teacher, my primary responsibility is to motivate students to learn by making the content interesting and relevant to them. This requires me to have a genuine interest in the subject matter and to convey that enthusiasm to my students. Additionally, it is important for me to understand the individual personalities and learning styles of my students and adapt my teaching methods accordingly.
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One effective method for fostering a positive learning environment is to use student-to-student interactions to enhance learning. I make sure to foster positive relationships among students and to use those connections to support their learning and engagement. I also keep in mind the student-to-student relationships that exist and use those to enhance learning, not to be detract from learning. For instance, separating trouble-making best friends might be necessary to maintain order in my classroom, but otherwise, students who get along with each other well will learn well also.
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Lastly, I strive to create a classroom atmosphere that is inclusive and where all students feel valued and respected. This helps to build trust and a positive relationship between the teacher and the students, and the students with their peers. By creating a positive, inclusive and engaging learning environment, students will be more motivated to learn, and their learning experience will be enhanced.
#6. COMMUNICATION SKILLS
Communication is one of the foundations on which teaching is built. No matter how much knowledge and musical insight I may possess, it is useless to anyone besides myself if I cannot communicate. Therefore, a knowledge of all forms of communication is important. I need to be able to communicate verbally - my actual speech to the students must be coherent and understandable, as well as be presented in a format that is easily understood by my students. Also, nonverbal communication is vital. Examples of nonverbal communication are nodding, hand gestures, body posture, and facial expressions, all of which have the potential to communicate more than intended. That is why I must be aware of my nonverbal communication. Finally, I must understand and be able to effectively use media - technology - in my classroom. There are two reasons for this: first, all students learn differently, and some learn best through different media; secondly, there are some things that are just better to teach through technology. A very basic example would be a media/MP3 player; songs could be played for my students on an iPod, computer etc. Incorporating technology into my teaching will also help the students to become more comfortable with using technology themselves for learning.
All of these aspects of communication must be strong in order to have an ideal learning environment. If I use effective speaking and nonverbal signs that make the students feel comfortable, then they will be more likely to ask questions. Also, if, while teaching, I conduct myself with a good posture and non-verbally (as well as verbally) show that I am interested in the material, then the students will be more likely to be interested in the material too. The utilization of different kinds of media can facilitate interactive learning as well as group learning. However, these can also be done without media, but by me effectively organizing the students into groups for them to learn. The synthesis of all these ideas, as well as many more mentioned throughout this portfolio, will help my students understand and learn music to the best of their abilities.
"You can become an even more excellent person by constantly setting higher and higher standards for yourself and then by doing everything possible to live up to those standards." - Brian Tracy
#7. INSTRUCTIONAL PLANNING SKILLS
To meet this standard as an educator, I strive to have a deep understanding of the students, the community, and the curriculum. This includes being aware of the needs and backgrounds of my students, both academically and personally, and being connected to the community to better understand their context. Additionally, I possess a strong knowledge of the subject matter I am teaching - in this case, music - as this is essential for providing effective instruction.
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I also make sure to have a clear understanding of the expectations and curriculum guidelines set by my school administrators, department chair, and district/corporation. This helps me to align my instruction with the overall goals and objectives of the school and to stay on track with the curriculum. By having a clear understanding of these expectations, I am able to plan my daily curriculum effectively, and to communicate effectively with my superiors. Additionally, this understanding allows me to provide the best education to my students and to meet the standards set by the school district.
#8. ASSESSMENT OF STUDENTS LEARNING
To be an effective educator, I am committed to continuously evaluating and refining my teaching methods to ensure they are effective and beneficial for my students. This includes considering cultural and community perspectives and actively seeking feedback from colleagues, mentors, and experts in the field. I am dedicated to staying current in the field by actively participating in professional development opportunities, such as workshops, master classes, and lectures. I attend conferences, meetings and events hosted by professional organizations such as MENC, NEA and other professional education organizations. Through these opportunities, I gain insights and strategies that help me to improve my practice, and to provide the best education to my students. I also invite well-respected educators to observe my teaching and provide feedback to gain an outside perspective, and to identify areas for improvement. I strive to continuously improve as an educator, and I am always looking for ways to enhance the learning experience for my students.
"Let's not be afraid to speak the common sense truth: you can't have high standards without good discipline." -William Hague
#9. PROFESSIONAL COMMITMENT AND RESPONSIBILITY
Being an effective educator requires ongoing self-reflection and evaluation of my teaching methods and their impact on my students. I regularly assess my teaching by considering cultural and community perspectives, and by seeking feedback from other respected educators and my peers. I actively seek out opportunities for professional development and networking, such as attending workshops, master classes, and lectures, and participating in professional organizations such as MENC and NEA. I also regularly attend conferences and meetings to stay informed of current trends and best practices in education, and to grow as an educator. Additionally, I invite colleagues or mentors to observe my teaching in order to gain an outside perspective, and to identify areas for improvement. I am committed to continuous learning and improvement, and I strive to provide the best education to my students.
#10. PARTNERSHIPS
Networking is essential for success as a music teacher and building connections with other music educators, as well as with parents and community organizations, is crucial for the success of my students and my program. I have made a concerted effort to connect with other music educators through participation in professional organizations, attending conventions and conferences, and seeking out opportunities for field teaching and observing. These connections not only provide me with valuable professional development opportunities, but also help me to gain insights and perspectives from other educators, which in turn benefits my students.
In addition to building relationships with my professional peers, I also recognize the importance of building strong relationships with parents and community organizations. I understand that positive interactions with parents and being responsive to their questions and concerns are essential for building trust and support for my program. Additionally, I make an effort to be accessible and approachable during performances and other events, and to actively engage with parents and community organizations to secure support for my program.
Lastly, I am aware that building healthy relationships with local businesses and organizations is crucial for the survival and success of my music program, as their support can help to provide resources and financial assistance that can greatly benefit my students. I strive to foster positive relationships with these organizations and to communicate the value and impact of my program on the community.