Elementary Music, Organization

Elementary Music Classroom Tour

Oh classroom tours…. how I love them.

But yet, there never seem to be enough classroom tours when it comes to music teachers.

Guys– I want to see your classrooms!

I figure that others must feel how I do to, so I am doing a classroom tour today! Now, it is not 100% clean (we’ve already had 7 days of school!) or 100% matching and gorgeous, but it is pretty good.

My classroom is huge. Really and truly, I am so spoiled by how big my classroom is. I have a general theme of blue-orange-yellow. I guess that’s a color scheme, and not a theme, but still.

Honestly, I don’t like to spend too much money on my classroom. I spent some last year and hardly any this year. I am slowly finding ways to make everything match a little bit better without breaking the bank.

And my back wall needs some serious help (like a paint job), so if you have ideas, let me know!

Also read: Easy-Peasy Differentiation in the Music Room



 

Welcome to my classroom!

 

Front section

Elementary Music Classroom Tour. Becca's Music Room.

This is the very front of my classroom, where the board is. Students sit on the dotted carpets. I LOVE them. You can get them here. OR you can get sit spots, which are significantly cheaper.

And I have a whole blog post on that cart, which I LOVE! Buy it here, or read the article here.

Elementary Music Classroom Tour. Becca's Music Room.

This is immediately to the right of the board. I have my piano, word wall, standards, and I can statements. I always keep my djembe within reach, because I love it.

Elementary Music Classroom Tour. Becca's Music Room.Elementary Music Classroom Tour. Becca's Music Room.

This is a close up of the table in the front. I got this chalkboard super on sale at Hobby Lobby. The buckets were Easter baskets my grandma gave us one year.

The blue one holds papers and pencils. In my fourth and fifth grade classes, when I see students listening, following directions, participating, etc, I tell them to “Go put your name in the envelope”. They come up and write their name on a paper and put it in the envelope with their grade level on it. On Friday, I pull out three names, and they get to go to the treasure box. Works like a charm.

The pink one has sticky notes. At the end of class, I have a few students write what they learned on sticky notes. There is a picture of where they put it further down. (Keep reading!)

Scarves and a few xylophones are stored under the table.

Elementary Music Classroom Tour. Becca's Music Room.

They love it.

Elementary Music Classroom Tour. Becca's Music Room.

Standards and I can statements are in sheet protectors. The clothes pins have thumbtacks glued onto the back of them.

Elementary Music Classroom Tour. Becca's Music Room.

On the left is my main classroom management tool. Each class earns up to five class points during a lesson. The points are represented by the owl magnets being put on the blue paper in a sheet protector (seriously, I use these for everything!) and is taped up. At the end of class I record the number on the sheets of paper (in sheet protectors!) above. They try to earn game time on Fridays. 20 points gets you 10 minutes of game time and 25 earns you 20 minutes.

We use music games they already know so I don’t have to teach them.

Elementary Music Classroom Tour. Becca's Music Room.

I’ve been using my wind chimes to help students get quiet (although I really want this handheld one!). In my younger classes, they raise their hand as soon as they hear it. In 2nd grade on, they wait until it stops ringing, then raise their hands. This requires them to be really quiet to hear it. If they do it right, they get a point for it.

I got the idea from this post, which is a godsend for chatty classes. Seriously. It is for classroom teachers, but you can transfer a ton of the ideas.

 

Elementary Music Classroom Tour. Becca's Music Room.

Expectations poster. On the first day, I play a rhythm and have students guess which one I am referring to. After that, we sometimes clap and chant the expectations at the beginning of class.

 

Elementary Music Classroom Tour. Becca's Music Room. Elementary Music Classroom Tour. Becca's Music Room.

Manipulatives! This is my bookshelf for all things centers. I eventually want to get some kind of file folder system, but this is ok for now. See those orange boxes in the middle? They are shoe boxes covered in fabric (with hot glue!). This has been my #1 way of coordinating my classroom without breaking the bank. The yellow tub was at my house. The blue ones were in an old science classroom. I have bass boomwhackers in the black home depot 5 gallon bucket.

Also here: white boards, markers, rhythm cards, treble clef battleship (read about it here), dominotes, clipboards (from a Donor’s Choose project), etc.

Elementary Music Classroom Tour. Becca's Music Room.

These are just some fun things in the corner of my room– a Mahler poster, owl poster, Mozart and his family, people playing sackbuts (if you didn’t pay attention in music history, those are medieval trombones), and a picture of my college choir. These are all things that were in my house and we didn’t want post-moving.

Elementary Music Classroom Tour. Becca's Music Room. Elementary Music Classroom Tour. Becca's Music Room.

Behind my piano is most of my smaller instrument storage. You see more shoeboxes– and paper boxes!– covered in fabric. I haven’t finished them all, but it is some. I also keep my copies of choir music on the shelf so it is easy to find.

All those can drums and drum sticks are for my Artie Almieda stick stations. If you don’t have those– you should. Check out the book here!

Elementary Music Classroom Tour. Becca's Music Room.

Another view of my word wall. I call music vocabulary fancy shmancy music words.

For example, loud is a word, but forte is a fancy schmancy music word. So I wanted to include that.

Also, I totally color code grade bands. K-1 is orange (white here, because orange would not show up on the background), 2-3 is yellow, and 4-5 is blue.



Side of my room

Elementary Music Classroom Tour. Becca's Music Room.

These are new additions this year– owls playing instruments! They are so fun. Owls are our school’s mascot. And you would be surprised how many of my students have asked who painted these, and then are surprised when I say I did.

If you want some mascots playing instruments paintings, head over to my Etsy shop!

Elementary Music Classroom Tour. Becca's Music Room. Elementary Music Classroom Tour. Becca's Music Room. Elementary Music Classroom Tour. Becca's Music Room.

Close ups.

Elementary Music Classroom Tour. Becca's Music Room. Elementary Music Classroom Tour. Becca's Music Room. Elementary Music Classroom Tour. Becca's Music Room.

More instrument storage. These jazz posters are the ones that come from the NAFME magazines. The blue cups with mallets were super on sale at Hobby Lobby (I think I paid $2 a piece for them). These are just a few of my Orff instruments. Most are in my closets. The bottom is full of textbooks. I don’t really use them to have students do activities out of them, but I do use a ton of the folk songs out of them. They have a wide array of songs in them. The ocean drums are super cool.

One day I’m going to spray paint all of my milk crates to match.

The suitcases don’t hold anything at the moment (but that might change).

And do you see that there are FOUR sets of handbells in this picture?! I have more in my closet. I don’t know who ordered all these handbells, but I have a lot. And no idea what to do with them.

If anyone has fun handbell resources, let me know in the comments!

And yes, those are music note curtains on my windows.



Desk area

Elementary Music Classroom Tour. Becca's Music Room.

Here is my desk area. Yes, my desk is crooked. It was waxed to the floor crooked and I can’t get it up.

Elementary Music Classroom Tour. Becca's Music Room.

On top of one of my filing cabinets is my sub plans. I keep this binder standing up so that it is visible. Everything for my emergency sub plans is behind it, with some extra resources (books, papers, CDs) in the little magazine holder. You can download the template for free here!

 

Elementary Music Classroom Tour. Becca's Music Room. Elementary Music Classroom Tour. Becca's Music Room.

This bookshelf has most of my things that I use a lot– paper, hole puncher ( this is seriously one of my most useful gadgets ever), CDs, kid books, bingo, etc. My lesson books are in a closet.

The containers are really awesome here. I have a wire basket on the shelf, and one on my desk. They are from Office Depot. The one on my desk is my “to do”, and the one on the bookshelf is my “to put away”. The magazine holders are from Target dollar spot las year. One is for copies (anything that needs to be copied gets put in there, along with paper so I don’t forget it), and the other is for things I use everyday– clipboard and notebook. In between is my seating charts.



The back wall

 

Elementary Music Classroom Tour. Becca's Music Room.Does anyone else have to have a standards based classroom? We do.

Part of that is my focus wall, where we put anchor charts and stuff we are working on. These bulletin boards are just foam with fabric hot glued onto them and ribbons hot glued onto them.

Elementary Music Classroom Tour. Becca's Music Room. Elementary Music Classroom Tour. Becca's Music Room.

The 4-5 one is not posted, because it fell off the wall.

All these doors are closets (I know– I am so spoiled!) The signs say “Audience 1”, “Audience 2”, and so forth. This is my time out system, because when you are in the audience, you are watching and not participating.

I don’t actually plan to have 5 kids in time out at the same time, but it is so much easier to say “Go to audience 2”, than to say “Go sit against a door”. I’ve even had kids this week say, “Which one?” when I asked them to go to the audience. It is just a lot less confusing.

Elementary Music Classroom Tour. Becca's Music Room.

This is my data wall– another part of my “standards based classroom”. It is empty, because school just started. It will have graphs of pie charts to show the percentage of students that have mastered the standards in each class.

In addition, on my door I am going to put “I can use my singing voice!” and “I can keep a steady beat!” for the kindergarteners.

 

Elementary Music Classroom Tour. Becca's Music Room.

This is my keyboard area. I do use the keyboards, although I am still working on the best way to use them. The kids love them though. I have some instrument posters on the back (that are intentionally crooked, because I’d never be able to get them all straight). This wall really needs something different…. suggestions?

Also read: Phrases for Classroom Management in the Music Room

And that’s my classroom! Thank you for sticking with me until the end! If you have questions or suggestions, leave them in the comments below.

Happy teaching!



Elementary Music Classroom Tour! Ideas for organization (for cheap!), and a standards based music classroom. Becca's Music Room.



 

 

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3-5, Elementary Music, Lessons

DIY Music Manipulative: Battleship

Funny story: Last year, I was working really hard to get my students to learn the notes of the treble clef. Towards the beginning of this adventure, I gave them all staves to look at, and bingo chips. I’d say, “Put a chip on line one. Put one on space four.” And on and on. In the middle of one of these, I thought that it sounded similar to the game battleship.

And I actually gasped and said, “We should play battleship!”

And all of my poor, board-game-deprived fourth graders looked at me like I had totally lost my mind.

Which is ok, by the way. If they think you are a little crazy, they are less likely to do something ridiculous in your room.

And so the brain-storming began.

Little did I know that other people had done this too… but I’m going to pretend I made it up. Because I did arrive at it independently, I promise.

Anyway, even though about two kids in each class had played battleship before, it was a lot of fun. It really helped them to learn the staff.

We also played it in centers, but if you do this, I suggest playing it all together first, so that you can explain to students what they are doing.

I also used this for assessment—I just walked around and watched them play. One person will say, “Do you have a battleship on A?” and the other will say yes or no, and you can see if they mark it on the right line/space.

I will also put the rules for how to play at the bottom, so that you can check it out!

If you need some help with using centers with crazy classes… check this post out.

 

DIY Music Manipulative: Battleship. This board game based teaching tool is great for upper elementary or middle school students who are learning about the treble clef. It can be adjusted for different lessons. My upper elementary music classes loved it! And it is super CHEAP. Becca's Music Room.

Musical Battleship

Materials:

 

Procedure:

  • Print out two treble clefs on the same sheet of paper. I downloaded this one from Teachers Pay Teachers (for free!). Then I printed two out, cut them, taped them to a clean sheet of paper, and copied them. I know that sounds like a lot, but it wasn’t! I added the words “yours” and “theirs” so that we understood the game a bit better.
  • Stuff treble clefs into sheet protectors (you could also laminate, but this was quicker, and you can put other things inside them if you wanted!).
  • Staple sheet protectors into the file folders. I just put two staples in the top. I tried to make it so that I can put other things inside of them.
  • That’s it!

Also read: Free 3-5 Music Lesson: Extra Beat, Take a Seat

DIY Music Manipulative: Battleship. This board game based teaching tool is great for upper elementary or middle school students who are learning about the treble clef. It can be adjusted for different lessons. My upper elementary music classes loved it! And it is super CHEAP. Becca's Music Room.

Rules of the Game:

  • Students pair up. Each person gets a battleship game. We used expo markers and drew on them, but you could also put bingo chips on the lines/spaces.
  • Each students makes three dots for on the staff marked “yours”. These are their battleships.
  • Students take turns asking where the other student’s battleships are. It should sound like this:
  • “Is there one on B?” (You could also do second line, third space, etc. depending on what you are teaching them.)
  • “Hit” if they hit and “miss” if they miss it.
  • The students mark their guesses. If they guess correctly, on the staff marked “theirs”, they put a dot. That way they know there is a battleship there. If they miss, they put an x. Make sure they do this, otherwise they will ask the same place ten times.

That’s it! I played this with 3-5 grades. At first they really did not get it, but they slowly started to comprehend as time went on. And they LOVED it!

Also read: Lesson Ideas: Creative Movement with Scarves

What are your favorite DIY music manipulatives? Let us know in the comments!

Happy teaching!

DIY Music Manipulative: Battleship. This board game based teaching tool is great for upper elementary or middle school students who are learning about the treble clef. It can be adjusted for different lessons. My upper elementary music classes loved it! And it is super CHEAP. Becca's Music Room.

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Differentiation, Elementary Music

Easy-Peasy Differentiation in the Music Room

Differentiation. Woo that is a scary word… especially if you teach elementary music. We tend to sit through lectures and professional developments about differentiation and shudder in despair.

I can’t do that, we think. This doesn’t apply to me.

Well…. Yes and no.

Now, some lessons really don’t lend themselves to differentiation. Some do. And when you think about it, you already do differentiation. Even when you don’t realize it.

Here are some easy-peasy differentiation ideas. Some of them are things you already do, just need to be more aware of them. When you are aware of them, you can make sure to point them out (to the kids and administrators!). Others will take more effort, but none of these ideas are difficult or time consuming.

Also read: Music Centers Classroom Management for “Bad Classes”

Easy-Peasy Differentiation in the Music Room: Think you can't differentiate because you teach music? Think differentiation is only ok in centers? Think again! Here are some RIDICULOUSLY easy ideas to differentiate in your class-- that you may already be doing! Becca's Music Room



Dances

This is an example of differentiation that you already do. If you use any kind of dances or movement activities, you use differentiation.

Naturally, when preforming dances, students who are struggling will do less and students who are doing a good job will start to add more to their moves. Think about it—if the child is struggling to do movements while walking in a circle, they are naturally going to just walk instead. That is automatic differentiation.

Now that you know that is differentiation, you can use it consciously!

When I teach students a new dance, I tell them ways they can make it easier or harder. Like if we are walking in a circle doing a dance, then I’ll tell them to make sure to do the walking and not worry about the rest.

If students are doing a good job, I’ll ask them to push it harder—how can you make this movement look like the music? What could you add to make it better?

Easy-peasy.

You can also observe them throughout the class and put them into teired groups either for part of the class or for the next class. You can give them different ways to do the dance, and they can perform it for the other groups. Have each group add extra movements, but change the difficulty of each of the dances. This way they will each look different– without them knowing that some groups are more advanced than others.

Also read: Boomwhackers and Science Lesson



 

Instruments

There are two different types of instrument lessons. There are instruments to accompany songs or books. Then there is recorder karate or rainbow ukulele.

As for the first type of lesson, there are ways to make it different. If a student is struggling with a rhythm, you can have them just play the downbeat, or you can put them onto a different instrument that may be easier.

You don’t even have to sort them– you can just say, “OK guys, if that’s too hard, then try playing the steady beat on mi and sol. If you think this is too easy, then try playing this rhythm on different notes.”

To tier it up, you can have them sing the song while playing the instrument. You could have them make up their own accompaniment. If you want everyone to play the c-e-g-c on the quarter notes, you could have more advanced students play different rhythms one the same notes.

Recorder karate is literally made for differentiation– students who understand more quickly move quickly.


Easy-Peasy Differentiation in the Music Room: Think you can't differentiate because you teach music? Think differentiation is only ok in centers? Think again! Here are some RIDICULOUSLY easy ideas to differentiate in your class-- that you may already be doing! Becca's Music Room

Singing

Singing may seem like it is hard to differentiate, but it is not.

How do I tier a song down to make it easier? Easy. When teaching, you can break it down with solfege and rhythmic notation. When singing, you can have students sing on “loo” instead of with the words. This is helpful, especially if the song is in another language. (These are all things you can do in your whole group lessons!)

To make songs harder, you can add dynamics or phrasing. Ask students to make up movements to go along with the song. You can do the song as a round, and allow students who are excelling fend for themselves while aiding the other group.

Also read: Blue Skies Jazz  Lesson

 

Centers

Now this is a form of differentiation that you have heard of before.

But good news—you can use this is the music room.

Here are two easy ways to differentiate with centers:

  1. Flashcards: There are lots of centers activities including flashcards—singing the solfege on them, reading rhythms, performing rhythms, etc. You can use two sets of them—or three or four. You could have students play rhythms on one note of an instrument, and to tier up you could play the same rhythm on different notes. (Check out some rhythm flashcards here)
  2. Working with students: When I do centers (and how they advise to do them in professional development meetings), I always have one center that is an activity with me. Sometimes we practice writing rhythms or melodies, identifying notes on the staff, composing rhythms, etc. Sometimes the students really don’t need me, but I station myself there anyway. These are ridiculously easy to differentiate, and allows you to see more easily who understands the concepts.



Easy-peasy, right?

How many are you already doing?

Probably all of them.

Anyway, those are some really easy ways to differentiate. Most of them are already being done, but when you realize that, you can point them out to students and write it into your lesson plans to help emphasize that you are doing those things.

This year, I plan to dive deeper into differentiation (which, of course, also includes better assessment… yuck…), so look subscribe for more posts about differentiation and other music teaching stuff.

How do you differentiate in your music class? Do you find it easy or difficult? Let me know in the comments!

Happy teaching!



Easy-Peasy Differentiation in the Music Room: Think you can't differentiate because you teach music? Think differentiation is only ok in centers? Think again! Here are some RIDICULOUSLY easy ideas to differentiate in your class-- that you may already be doing! Becca's Music Room



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Management, PBIS

An Easy (and fun!) School Wide PBIS Incentive

PBIS takes on many different shapes in today’s schools. We use it for individuals, classes, schools, etc. As part of our school’s PBIS plan, we have a school wide PBIS incentive periodically. Last year we did things once a nine weeks, this year the plan is to kick it up to once a month.

For people who have no idea what I am talking about, PBIS stands for Positive Behavior Intervention System. The idea being that students work towards a reward by having good behavior.

A school wide incentive is not necessarily the whole school. Students earn the school wide PBIS incentive through good behavior that is tracked by Dojo points. Any student who earns the set amount of Dojo points gets to go to the school wide PBIS incentive.

Now, these can be really crazy (carnival, fall festival, field trip, etc.) or more subdued (sock hop, popcorn and a movie, etc). Today I am sharing one of my school’s go-to rewards. This is cheap and easy to change so that it can continue to be fresh.

Speaking from experience, I would not suggest making this the only type of reward offered, but it can be used some times. If your school is strapped for cash (like most schools), this can be good. You could use this in between other rewards to keep momentum going.

Also read: Positive Management Strategies for when You Don’t Feel Positive

An Easy (and fun!) School Wide PBIS Incentive. A simple and cheap idea for rewarding students for good behavior. Becca's Music Room



 

The best way to describe the school wide PBIS incentive would be centers. We usually do school wides during specials times. Instead of going to music or art or whatever the case may be, the students in the grade that earned their incentive will go to the incentive. It is usually housed in the gym.

We plan as many activities as there are classes (although sometimes we double up and have two classes at each station). We usually have one specials teacher at each of the stations, and we switch after a few minutes.

The different stations allow you to change activities each time and keep things fresh. One suggestion is to alternate between high energy activities and low energy activities.

Also read: Really Specific Classroom Management Systems for the Music Room

An Easy (and fun!) School Wide PBIS Incentive. A simple and cheap idea for rewarding students for good behavior. Becca's Music Room



 

Here are some ideas for activities for school wide PBIS incentives:

  • Snack station (or water station)
  • Scooter races
  • Jump rope station
  • Relay race
  • Dance station
  • Non-elimination musical chairs: even my fifth graders loved this game!
  • Craft station: Bookmarks are an easy and cheap craft that require little time and supplies.
  • Basketball station
  • Just Dance videos on YouTube
  • Dress up relay: Students put on hats, sunglasses, large shoes, necklaces, etc. and run a relay. When they get back, they take the dress up off and the next person goes. This is easy to change for the seasons (these leis for summer, sweaters for Christmas, etc.)
  • Bean bag toss
  • Photo booth station: Have a camera to take photos. You can send them to teachers afterwards. If they are older, they could just use their phones. You can use props like these cheap ones.
  • Volleyball station
  • Parachute station
  • Tug of war
  • Fake tattoos: These are cheap and the kids love them! These look like fun.

 

Also read: Keys to Classroom Management in the Music Room



 

The list can go on and on—that’s the beauty of this type of school wide PBIS incentive. What would you add to this list? And what does your school use to encourage good behavior? Let us know in the comments!

Happy Teaching!



An Easy (and fun!) School Wide PBIS Incentive. A simple and cheap idea for rewarding students for good behavior. Becca's Music Room



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Elementary Music, Management

Music Centers Classroom Management for Bad Classes

If you have been teaching music for longer than a day, you will know that not all classes are well behaved. If you have had your kids for a few weeks, you will have already figured out which the “good classes” versus the “bad classes”. It is easy to let the bad classes rule your life—and your lesson plans.

One thing I knew that I wanted to do this year was centers. Centers is the big thing when it comes to education at the moment, and I wanted to incorporate that into my music class.

I know a few teachers who work in schools with many bad classes, and that causes them to shy away from centers activities due to classroom management problems.

I am not going to lie, it took a lot of effort for me to figure out how to do centers with some of my classes this year. It definitely wasn’t perfect by any means, but I did figure out some ways to keep control.

If you shy away from centers due to bad classes, read through this article for some ideas on how to make things better. Because it is possible. It may not be easy, but it is possible.

As a disclaimer, I don’t normally call any classes “bad classes”, but I thought it would be the best way to get my point across!

Also read: Routines You Need in the Music Room

Music Centers Classroom Management for "Bad Classes". Difficult classes and differentiated centers are not usually things that go hand in hand. Find out how to get your difficult elementary music classes to do centers well! Becca's Music Room.



 

Don’t Make Too Many Activities

This one of the first mistakes that I made. The first (and second and third, I’ll admit!) time that my students did centers, I gave them five or six different activities.

While I have heard that many people do this successfully, it did not work with my classes.

Just being honest.

There was a time restraint, of course. I have 50 minute classes, but they often come late. And you have to take a few minutes for closing and lining up the classes. By this time there’s usually 30 minutes left, including explaining how to do each activity. We never end up with enough time to do everything.

Even without the time restraint, we still end up not having enough time to really dig deal into each of the activities. I fine that 8-10 minutes for each activity is ideal in my class. This, of course, would may be different in your class.

I usually plan three centers—four at the most. This seems to be the best way to allow my students to really benefit from each center.

I found that when I had too many centers, it was too hectic. On top of that, the students didn’t have time to grasp each center as they ought to.

Also read: Keys to Classroom Management in the Music Room



 

Use Activities the Kids Know

This was apparent to me after our first round of centers.

Not only did I have way too many centers, but the students did not know any of the activities.

The first round went ok, but even just the second center was a mess. I walked around and half of the kids were just sitting there, because they had already forgotten what they were supposed to do.

Nevermind that I wrote the directions on papers for them, they still were not doing anything. Or they were goofing off.

So the next time I did centers, I picked activities that we had done in class. Some of them I changed slightly, added more to it, or used the same activity but new concepts.

This worked so much better.

Since then, I only add one activity that is new, and I station myself at that activity to help. This will keep trouble makers occupied. The more occupied they are, the less time they have for trouble making.

They love playing Bingo, like this one for instruments or this one for rhythm.

 

Make Groups Small

I cannot stress this enough.

Make. Groups. Small.

Especially if you have bad classes. The smaller the groups, the better.

I know you are thinking—you just told me now too make too many centers!

Yes, I did.

What I like to do is have two sets of the same centers.

So I will have six groups with three rotations. Everyone still gets to do everything, but the groups are smaller. I usually set up three centers on one side, and three on the other side of the room.

Another way to do it is pick an independent or pair activity for half the class, and work with the other half of the class.

Also read: Free 3-5 Music Lesson: Extra Beat, Take a Seat

Music Centers Classroom Management for "Bad Classes". Difficult classes and differentiated centers are not usually things that go hand in hand. Find out how to get your difficult elementary music classes to do centers well! Becca's Music Room.



 

Keep Everything Contained

When I say contained, I mean keep the supplies contained. Not the kids.

Well, the kids too.

If students do not know where to go for each center, it will be a mess. They will be too close to other groups, or way up on instruments, or whatever.

Give them a place to sit.

This could be groups of desks, tables, a blanket or tablecloth on the floor, etc.

I like to use hula hoops. I put out a hula hoop for each center. My students sit around the hula hoops, and the supplies stays in the hula hoops. I like to also put everything in a box so it is organized.

Also, because I do two sets of the same centers, I color code them. If I have two sets of Kaboom!, then I put them both in blue hula hoops. this way I can say, “Blue hula hoops, go to red.”

You can get hula hoops here or some cheap colorful containers here.

 

Work on Transitions

This is the most important part of your first round of centers.

Especially for a bad class.

You need a clear signal for when to stop—this can be a saying, a noise, etc. you need to decide what they are to do when this happens—do you want them to clean up, or just freeze and listen to directions? Do they automatically go to the next station, or wait for your signal? These are all up to you.

I like to play a rhythm on the cowbell (this one has a cow print on it!) and have them echo it—this way they can hear it over their noises—and then I say “1, 2, 3, 4, pick everything up get off the floor and freeze.” (I learned it from my mentor who would say instruments instead of everything, but this is more far reaching. I also added the freeze part because I don’t like the kids just going onto the next part without my signal.) Once everyone is up and QUIET, I will say “5, 6, 7, 8, hurry don’t be late.” This is the signal to go to the next center.

You can do whatever you see fit, but this works well for me.

Whatever you decide, make them do it right. Even if it takes the whole class period. Eventually they will do it right and quickly (yes, even the worst of classes) if you make them do it right from the get go.

Also read: Free Music Lesson: Bizet Scarf Routine



So there are some ideas for how to do centers with your “bad classes”. I know it may be daunting, but you can do it. They can do it.

 

Although to be perfectly honest, it’s not a bad idea to have a backup plan (find some here!) in case it is not successful. You could consider having enough supplies to have every one do the same thing if centers are not in the cards that day.

I know we don’t want to think that way, but sometimes it is best.

The first time you do centers, I suggest picking all activities that they know how to do so that you can concentrate on procedures until they are able to do the routines easily.

How do you handle centers with bad classes? Let us know in the comments!



Music Centers Classroom Management for "Bad Classes". Difficult classes and differentiated centers are not usually things that go hand in hand. Find out how to get your difficult elementary music classes to do centers well! Becca's Music Room.



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Elementary Music, K-2, Lessons

Free K-2 Music Lesson: A Train Jazz Lesson

All month, I have been sharing Jazz resources with you (since April is Jazz month!). I shared ideas for incorporating jazz and a jazz lesson on the song Blue Skies (which includes scarves!). This week I have another jazz lesson on the song A Train.

Now, if it is not April, do not panic. Jazz is great to teach all year long, and can be used to incorporate many different aspects of music—pitch, steady beat, instruments, mood, etc.

This lesson has some steady beat, but the bulk or it is actually making up lyrics for a writing connection. Because as we all know, incorporating academics is very important. I did this lesson with K-2, but you can definitely tier it up and use it with older students. Free K-2 Music Lesson: A Train Jazz Lesson. This lesson uses the Ella Fitzgerald and has a writing component! Becca's Music Room

A Train Jazz Lesson

Focus: I can keep a steady beat while listening to Jazz. I can make up my own lyrics based on the song A Train. Materials:

Free K-2 Music Lesson: A Train Jazz Lesson. This lesson uses the Ella Fitzgerald and has a writing component! Becca's Music Room Procedure:

  • I started this lesson with a review of the song Blue Skies from the week before (which you can read in this lesson). Students kept the steady beat, moved their hands up and down with the contour of the melody on the chorus, and pretended to play each instrument during the solos.
  • Tell them: We’re going to listen to another jazz song. This one is a little bit different, because at the beginning, they use instruments to sound like something that is not an instrument. If you think you have figured it out, give me a quiet thumbs up.
  • Have students close their eyes and listen to the beginning. I always have them close their eyes because than they are not concerned with their neighbors. Be prepared, some of them will start laughing, because it is funny.
  • Ask: What did that sound like? (Keep letting them guess until they guess train) It sounds like a train! They use a drum to sound like the tracks, and a trumpet to sound like the whistle. What do you think the song will be about? Let’s see where we are going on the train…
  • Allow students to listen to the rest of the song, and determine where the train is taking them (to Harlem).

  • Tell them: This song is like a map. It is giving people directions to Harlem. Harlem is a place in New York where people would gather and write songs, write stories, make paintings, and do other artsy things.
  • You can do the next part as a class or individually (or in small groups!). Have students come up with three directions to get to Harlem—the sillier the better! I put things on the board like “Go over….” And let them fill in the blanks. With some classes, I had three people pick and we wrote them on the board as class lyrics. Some classes have better writing skills, so they got to make up their own.
  • Have students write their three directions and then “That’s how we get to Harlem!” on the bottom.
  • Have students illustrate their map. Make sure they show all of the directions.
Free K-2 Music Lesson: A Train Jazz Lesson. This lesson uses the Ella Fitzgerald and has a writing component! Becca's Music Room
Here is an example of one of my kids’ map!
  • Put on some Jazz music while you finish up!
  • Have students share their maps with their classmates.

  PS– Here is a really great video of Duke Ellington’s band playing the song!

And there you have it! This was a hit (even though I made them write) with all of my classes. And for those who cannot handle pencils and clipboards (yes, I have those classes and if you need some help with them you can read here), we came up with lyrics and then we just danced in our seats to the music.

What is your favorite jazz song or lesson? Let us know in the comments!

Happy Teaching!

 

Free K-2 Music Lesson: A Train Jazz Lesson. This lesson uses the Ella Fitzgerald and has a writing component! Becca's Music Room

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Elementary Music, Management

Routines You Need in the Music Room

All teachers know that classroom management is essential for learning. This is very true in the music room—without classroom management, how can you play instruments or do dances? An essential part of classroom management are routines. Routines keep things orderly. And if students do them enough, they will be so second nature that you do not even have to help (or at least that is the end goal—we may get there one day!).

Honestly, even though it is March, not all of my classes are to the autopilot stage yet. There are a lot of factors that go into that fact, but honestly, I think a lot of it is that some classes just don’t care. I think this because I have a lot of classes that can do all of the routines we will talk about without any help.

So what kind of routines do you need? This will be different for every class and every school. you have to think about things that students do often in your classroom. These would the very basics:

  • Entering the room
  • Exiting the room
  • Getting supplies
  • Bathroom/water/tissue/etc
  • Movement in the classroom

Now, you may have more routines than this. You may have centers movement, turning in work, dealing with instruments, etc. These would be the very basics of routines in the music room.

Again, these will all be different depending on your classroom. We all have different classrooms with different students and different set ups. We all have different “crazy tolerances”. (AKA how much we are willing to let students wiggle or sit strangely, etc.) All of these things affect how you do your routines.

I am going to let you know my routines, as well as ways that I have seen other teachers do it. If you have anything to add, please leave it in the comments!

And don’t forget to subscribe!

Also read: Phrases for Classroom Management in the Music Room

Routines You Need in the Music Room. You need each of these routines to ensure a smooth music class! Becca's Music Room



Routine #1: Entering the Room

I will admit, this is one that my students and I have not totally figured out yet. Now, my kids have assigned seats (and if yours don’t, fix it quick!), so they come inside and sit on their assigned dots. They know (and I tell them every single day) that if they come in quietly and quickly, they will get a class point (you can read more about that here).

For people who do not have assigned seats, I have seen other teachers that brought the line inside and made a circle, keeping the same order. They held hands just to make sure it looked good and then they sat down.

I have also seen where they sat in assigned seats, but the teacher had music playing that they were listening to immediately. This is something that I have not done, but am going to try. I’ll let you know how it goes!



Routine #2: Exiting the Room

Again, depending on how you have students set up, this will change. My students have assigned “dots” that they sit on. We skip some rows so that they have space, so I have students on green dots, purple dots, red dots, and “brown dots” (carpet squares). To line up, I have the green dots stand and walk towards the door. Then the purple dots stand and walk away from the door so that they can go down the green row. Red and brown follow. This has worked very well for me.

Line order? You may ask. I always tell them we will get in Mrs. Davis’ line order first. Then I count down from ten to give them time to get into their line order.

Note: Some classes have had problems getting into their line order, so I just say that their teacher can do it in the hallway if they want to.

Also read: Keys to Classroom Management in the Music Room

Routines You Need in the Music Room. You need each of these routines to ensure a smooth music class! Becca's Music Room

Routine #3: Getting Supplies

This one is so important! Especially if you have a lot of supplies to get in a day. Try to make it as streamlined as possible.

For example, if we are coloring, then I put the paper, clipboards, and crayons right next to each other. This way it is easier to get all of the things.

I do this by rows as well. I tell them I am looking for a row sitting criss cross applesauce and quiet to pick. Once I pick a row, they stand up, stay in the same order and come up front. Then the walk around to the other side and go down their row. This way, no one walks through the carpet (AKA less likely to step on a hand). They should all still be in the order the sit in when they get back.

If you have tables or have students in groups, you could have students pass out the supplies. You could have them pass the supplies down the line until they get to the end. But there must be a system.

And if you do have that sort of system, I would definitely get these organizers.

Use the same system for picking up the supplies as well.



Routine #4: Bathroom/Water/Tissue/Etc

That is very vague, I know.

This routine is for all of the extra stuff. Are you going to let the students go to the bathroom during class? Do you have a sign out sheet? Do they ask you? Can they just get up and get tissue?

In my class, I like to minimize movement as much as possible. I do not like students walking around if I don’t know where they are going, so I require students to raise their hand to ask for these things. Even tissue. Especially because a lot of them like to go to blow their nose or go to the bathroom when they are bored. And they like to intentionally walk past people to talk to them. Yes, that’s a thing.

I only do bathroom as an emergency, and I tell them if they go they will not get a ticket (PBIS—same as a Dojo Point) because we are not supposed to go during music. This deters most of the kids who are just trying to play.

With blowing noses, I will let them but only one at a time so they don’t talk. Again, they have to raise their hands.

And I don’t do water unless someone seems like they are dying.

Note: if we have a really active day, like dancing or parachute, then I will usually play a video at the end and let them get water one at a time.

A lot of people use hand signs so that the teacher knows without calling on someone what they want. I do not. If you do, let me know how it works.

Another idea that I like but have not tried is having students write their name and destination on a dry erase board stuck to the door like this.

Also read: Free 3-5 Music Lesson: Extra Beat, Take a Seat

 

Routine #5: Movement in the Classroom

This is also a vague name for a routine. Essentially, what will students do the rest of the time? Like if you have to move from one activity to the next.

Again, this totally depends on your activities and what is going on.

A big on is centers.

If you are moving from one center to the next, what do you do?

I indicate the end of centers by playing a rhythm and having them clap it to me. (This requires them to put down anything in their hands.) Then I say “1, 2, 3, 4 put everything down, get off the floor AND FREEZE!” Students clean up their stations and stand. I always make them point to the next station to make sure they know where they are going. Then I say, “5, 6, 7, 8, hurry don’t be late.” And they go to the next station.

This took a few times of doing it before students really got this down, but now it is like second nature.

Also, I did not make that up. I got it from my mentor during student teaching and I have no clue where she got it from.

For pretty much any other movement, I call students by row. And I always tell them I am looking for the row that is sitting the nicest.



So those are the main routines for the music room! Of course, there are quite a few other routines that are not as major. Again, everything is going to depend on your students, your lessons, and your room. And of course, your “crazy tolerance”. (I totally made that term up, by the way.)

Subscribe and check out my Pinterest page for more classroom management and music lesson ideas!

What are your favorite routines in the music room? Feel free to share your routines in the comments!

Happy teaching!



Routines You Need in the Music Room. You need each of these routines to ensure a smooth music class! Becca's Music Room



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3-5, Elementary Music, Lessons

Free 3-5 Music Lesson: Boomwhackers and Science

Boomwhackers. I love Boomwhackers. I love to use them for everything, really. Rhythms, chords, etc.

This is a super simple, mini science lesson that I like to use with Boomwhackers.

In Georgia at least, they talk about the science of sound in 1st grade and 4th grade. I have used parts of this with all of my grades to help reinforce some science. This lesson is better suited for older students though.

Free 3-5 Music Lesson: Boomwhackers and Science. Great lesson for third grade, fourth grade, and fifth grade. Students read rhythms, talk about high and low sounds, and learn how size affects sound. Becca's Music Room.



Boomwhackers and Science

Materials:

Boomwhackers in a Pentatonic scale (click here to check them out)

Hula hoops

Rhythm cards

Baton (optional)

Free 3-5 Music Lesson: Boomwhackers and Science. Great lesson for third grade, fourth grade, and fifth grade. Students read rhythms, talk about high and low sounds, and learn how size affects sound. Becca's Music Room.



Procedures:

  • Start by introducing the Boomwhackers, and going over the rules.
  • Show them two Boomwhackers that are the same note but different octaves. I like to use C because I have them in three octaves, so I can use my really big one and really small one.
  • Repeat after me: Small is high, big is low, that is science you should know!
  • Say that a few times and then ask which one of the boomwhackers is going to be higher just by looking at it. I like to have them point either right or left so that I can see what they think. Then play them so the kids can hear if they are correct.

Also read: Phrases for Classroom Management in the Music Room



  • Pass out the Boomwhackers.
  • Have the students get into groups, one with each of the Boomwhackers and have them arrange themselves lowest to highest (this works better if your kids haven’t figured out that the letters are on the Boomwhackers. And yes, mine usually don’t notice.) Then have them play a rhythm in that order so that you can hear it going up the scale.
  • Have students sit with all their colored Boomwhackers at a hula hoop. Put a rhythm (I just use my normal rhythm cards) inside of the hula hoop. Give them thirty seconds to practice the rhythm (I always walk around and double check that they are all playing them correct).
  • Do whatever your attention-getting system is. I use a cow bell because it is louder than thirty Boomwhackers.
  • You are the conductor. Walk to each of the groups and have them play their rhythm on repeat. Bring in each of the other groups until everyone is playing. I like to add in crescendos and decrescendos after everyone is playing.
  • After everyone has come in, go through and stop each of the groups.
  • Assessment time: Have students take a good look at the Boomwhacker they have. After rotating to a new instrument, have them hold it above their head if it is higher than the old one or close to the group if it is lower—just by sight.
  • Bonus: Have a student “conduct” the Boomwhacker choir!
  • Extension: Show them two other similar instruments and have them guess which one is higher. I like to bring in my violin and cello, but it could work with a guitar and an ukulele or a flute and a piccolo, or whatever you have available.

Also read: Music Lesson Ideas: Opera



Free 3-5 Music Lesson: Boomwhackers and Science. Great lesson for third grade, fourth grade, and fifth grade. Students read rhythms, talk about high and low sounds, and learn how size affects sound. Becca's Music Room.
This is a fourth grade playing Boomwhackers along with In the Hall of the Mountain King. Video from YouTube.

So there you go! It’s not too hard, but it does really help solidify their understanding of how size relates to sound. You can also show them pictures of the whole string family, or a close up of strings on a guitar or ukulele or violin and show them how even the thickness of the strings affects how high or low they are.

If you don’t have and Boomwhackers, get them! Click on the picture below.

Also read: Free Music Lesson: Bizet Scarf Routine

Do you talk about science in music? What is your favorite way to do that? Let us know in the comments!

 



Free 3-5 Music Lesson: Boomwhackers and Science. Great lesson for third grade, fourth grade, and fifth grade. Students read rhythms, talk about high and low sounds, and learn how size affects sound. Becca's Music Room.

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Elementary Music, Management

Really Specific Classroom Management Systems for the Music Room

Classroom management systems in the music room…. It can be a difficult thing. It is difficult because elementary music teachers teach every single kid in the whole school. And some classes are better behaved than others.

And unfortunately, we still have to deal with the really difficult classes.

And we all know, that nothing gets done without good classroom management systems. You can’t teach anyone anything if the behavior is not decent.

As a disclaimer, you should know that I am not a classroom management master or anything. These are techniques that I have seen other teachers do while I have observed. I will let you know later on in the post what I do in my classroom.

3 Really Specific Classroom Management Systems for the Music Room. Becca's Music Room. Three positive classroom management systems for people who teach elementary music. Theses are proven effective with kindergarten through 5th grade.



Class Points

This is what my (awesome!) mentor teacher used. I’ve actually been in two classrooms that do versions of these classroom management systems. The class at a whole has to earn points throughout the class. They earn points by walking in calmly, having the whole class participate in an activity, paying attention, etc.

Throughout the class, draw points on the board or put up magnets (bonus points if they look like music notes!) for a period of time that goes well.

I have seen one teacher do three points and one do five. I think it is mostly a personal preference.

At the end of the class, record the points somewhere on the walls with a chart so everyone can see.

I have seen one teacher record smiley faces or check marks for good days and x’s for bad days. She recorded for every class, and at the end of the semester the class with the most smiley faces gets a party.

The other teacher I saw did it on a more individual class system—every time a class earned nine smiley faces or checks (hypothetically once a quarter) they got candy or music free time or something to that effect.

I like this one of the classroom management systems because it provides immediate feedback and there is a long term reward, but not every single day.

Also read: Questions to Ask Yourself When the Class is Off the Chain

3 Really Specific Classroom Management Systems for the Music Room. Becca's Music Room. Three positive classroom management systems for people who teach elementary music. Theses are proven effective with kindergarten through 5th grade.



Red Card, Green Card

This is an awesome system that I observed from a teacher in my district.

Through out the class, she would give out “green cards” (literally like pieces of laminated construction paper) to students who answer questions correctly or who are trying hard. She always emphasized that it wasn’t who sounded the best, but who was trying the hardest.

Students not on task were told to get a “yellow card”.

A student who did something bad (like one student refused to dance with a partner during a dance) received a “red card”.

In this system, the cards can change. If the person with yellow got themselves together, they would be able to return it. If they continue to misbehave, they would get a red card.

At the end of class, the students with green cards would get to play the instrument of the day—and it was a big deal. Only those students would stand up. She would tell them about the instrument and then show how to play it, and they would get to play a rhythm on it and pass it to the next person.

Yellow cards would miss out on an opportunity like playing a game or playing instruments or something to that effect.

Red cards (which are rare) would get a phone call home and lunch detention. They would have to come to her room during their lunch and sit in the corner. And they hate it.

Just so we know, you will need to have the teachers’ and administrations’ support for something like that. Not that I can see anyone being opposed to it, but still.

This is really good because it gives specific feedback to the students and it the rewards are musical.

Two classroom management systems down and one to go!

 

Also read: Lessons from my First Semester Teaching Elementary Music



Class Dojo

Now, this would be kind of a last result.

If you don’t know, Class Dojo is a website. You type in each of the kids’ names. They get a monster. Throughout the class, you can give and take points for behavior. You can leave it on the board so that all the kids can see how they are doing.

I would give them a point goal and students who get to the goal would get a prize.

One of my teacher friends said that she has done this with specific classes when they needed the extra motivation. She said it helped quickly.

I said this should be a last result because if you have 750 students… this is just a pain. But if you have one or two classes that just really struggle, it can help.

 

Notice, all of these classroom management systems have a reward, whether it is daily or semester-ly (totally not a word). The kids need something to work for. There are very few kids who will do what they are supposed to just because they want to be good.

 

Also read: Music Lesson Ideas: Opera Stories



What do I do in my classroom?

In my classroom, I do a version of the points system. The students earn points throughout the class. They always want to earn the “magic five” by the end of class. I write the number of points they get on a chart on the door. At the end of the school year, the winning class will have a party. I did one in December, and then I started the competition over in January until the end of the year.

In the fall, I just did a smiley face or x, but I needed a more specific way to record feedback. I had lots of days where I wasn’t sure what to put because they weren’t great but weren’t bad. This really helps with consistency.

Also, I only do parties twice a year because I don’t want to have them happening all of the time.

Also read: Tips for Keeping on Top of Lesson Planning

Here are a few books in case you want to read more. Click on the picture to view in Amazon.

Do you use one of these classroom management systems? Do you use something else? Let us know in the comments if you have any helpful information!

3 Really Specific Classroom Management Systems for the Music Room. Becca's Music Room. Three positive classroom management systems for people who teach elementary music. Theses are proven effective with kindergarten through 5th grade.



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Elementary Music

Lessons from my First Semester Teaching Elementary Music

The week before Christmas break was hectic. It included my first PTA performance, my first field trip, eight parties for good behavior, 43 Christmas sing alongs, three songs sung in front of the church (twice!), a church Christmas party, one dress rehearsal, and two concerts. And that is not to mention the actual teaching part of my job.

And then it was over.

And I realized that the end of the second marking period means that I am halfway through my first year of teaching. Yay!

And I haven’t even killed anyone yet.

I have done some things well, and a lot of things not so well. Not necessarily badly, but I can definitely improve.

So here are some lessons (and things that need improvement!) from my first semester teaching.

Lessons from my First Semester Teaching Elementary Music. The first few months have been fun and eventful! Check out what I learned, and hopefully something will help you! Becca's Music Room.

Classroom Management is Everything

Now, I had heard this in student teaching. During student teaching, we worked a lot on classroom management. My classroom management is decent for a first year teacher. It could definitely improve, but for the most part my classes are good.

This is more of a lesson I have learned from watching other teachers.

If you are a teacher, I am sure that you can already think of a few teachers who have zero classroom management. I am thinking of one in particular. Her students do not respect her, they look like wild animals in the hallway, and they are ridiculously late for EVERYTHING. And all I think is that there is no way that learning can happen in that classroom. I have been in there, and there is very little learning happening. I hope that it was just the day I happened to be there, but I doubt it.

Don’t let your classroom be like that.

Need help with classroom management? There are a few key aspects.

  1. Clear expectations
  2. Consistent follow through
  3. Rewards for good behavior

Kids have to know what is expected—in every situation. The more specific, the better. And they need something to work towards.

Check out my classroom management posts here and here.

 

Be Flexible

If you have read this post (Best Classroom Purchase Ever!) or this post (Traveling Teacher: What to do when Not in Your Room), then you know that my classroom got flooded this year. I spent two weeks travelling to classrooms, a month in another classroom, and two weeks where we were in my room but it was a disaster.

My lesson full of Kidstix Stations was not going to work.

I learned flexibility really quickly.

My dad is an assistant principal in our district. He says, “We make the lesson plans due before we tell teachers about all the things that mess up their lesson plans.”

And it is so true!

Assemblies, field trips, testing, etc. All of these things are told after the fact. I cannot tell you how many times I had my lessons all ready and only one class actually had the lesson due to all of the other stuff.

My suggestion? Have some ideas like anything from this book or this book that you can whip out when things are not happening like you want.

 Lessons from my First Semester Teaching Elementary Music. The first few months have been fun and eventful! Check out what I learned, and hopefully something will help you! Becca's Music Room.

Don’t Be Afraid to Repeat Lessons

I thought I had all of these ideas about lessons and games. A few weeks into the school year, I realized that I had very few.

Which makes lesson planning difficult, because I need to find more lessons every week.

To make life easier on myself, I teach the same thing to K, 1, and 2 and then the same thing to 3, 4, and 5. The kids don’t know and it makes my life way easier. Especially because I only have to have two sets of instruments out instead of six. It also allows me to really know my lesson. This helps me to teach to the best of my ability, and is especially helpful with classes that have more severe behavior issues.

You can read more about my lesson planning tips here.



Kids Get Rhythm Faster than Anticipated

I do not know what it was about rhythm, but I could not figure out how to explain it. I was fine with the older kids, because they already had the foundation for it. If they already know about beat and quarter notes and eighth notes, then explaining sixteenth notes is easy.

But I was stumped when it came to kindergarteners.

How do I explain rhythm to kids who barely know their letters?

I finally got over myself, and did this lesson featuring a Halloween song and Popsicle sticks.

And y’all. They got it. Immediately. Even the lowest achieving kindergarteners got it.

Then I got stuck teaching other lessons in preparation for a field trip (like this scarf routine and some of the ideas on this list) so rhythm took to the back burner.

A month and a half later (I know, I’m terrible!) I pulled rhythm back out and added rests and they got it immediately.

Moral of the story: don’t be scared to teach something to the kids. They are smart. They will get it.

And if they don’t, then you can try again next time!

 

Hold onto the Good Stuff

Teaching is really great. It is also not always so great.

I keep a journal where I write funny or touching things that kids say. This way, when I have really crappy days where everything goes wrong and no one learns anything, I can go back and read them.

We all know those teachers that are just way too worn out. They are tired, frustrated, and generally done.

Those teachers have lost sight of the good parts of teaching.

Don’t be like them.

We all know that not all parts of teaching are good. Some parts really suck. And some days really suck.

But you know what? A lot of parts of every job suck.

Don’t let yourself think that it is just teaching. Or it is just this school. Not every day is going to be good.

So don’t forget about the good things. Hold onto them.

And when a day really sucks, try some of the things on this list to help you get over and move past it.

Remember that every day is a new day.



I don’t want this list to be too long, so I will stop there! There are a lot of things I can improve on, like having my lessons more connected and incorporating more instruments.

The good thing is I have another semester to work on those things!

What have you learned this year? What did you learn your first year? Let me know in the comments!

Lessons from my First Semester Teaching Elementary Music. The first few months have been fun and eventful! Check out what I learned, and hopefully something will help you! Becca's Music Room.



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