ERIC ED374109: Instruction and Classroom Management: A Combination That Is Music to Your Ears.

28 Pages·1994·0.57 MB·English

by  ERIC

DOCUMENT RESUME
SP 035 433
ED 374 109
Brieam, Frederick J.; And Others
AUTHOR
Instruction and Classroom Management: A Combination
TITLE
That Is Music to Your Ears.
PUB DATE
94
NOTE
28p.
Non-Classroom
-Information Analyses (070)
Guides
PUB TYPE
Use (055)
MF01/PCO2 Plus Postage.
EDRS PRICE
Beginning Teachers; *Classroom Techniques;
DESCRIPTORS
Educational Practices; Elementary Secondary
Education; *Instructional Systems; *Interaction;
Literature Reviews; *Music Education; *Music
Teachers; Student Behavior; *Teacher Behavior
*Pedagogical Content Knowledge
IDENTIFIERS
ABSTRACT
Music educators are required not only to master the
body of knowledge representing the music curriculum, but to manage
instruction so that they may convey this knowledge effectively and
efficiently to their students. In order to promote good instruction,
teachers find that a systematic behavioral management plan is
required. Unfortunately, many approaches to behavioral management
ignore the importance of the curriculum and the behavior of the
teacher in mediating student behavior in the classroom. The purpose
of this paper is to describe ways in which classroom management,
instruction, and teacher behavior interact to promote a productive
and positive learning environment and to suggest management
techniques supported by educational research which may be of value to
beginning as well as more experienced teachers. Based on a review of
the literature, it is argued that an effective classroom management
plan must first examine the curriculum and the behavior of the
teacher who provides the instruction according to.a set of consistent
principles identified across a large number of schools and educators.
Only after these details are attended to are the more specific
interventions provided likely to be effective. (Contains 26
references.) (Author/LL)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
'P
from the original document.
***********************************************************************
Behavior management
music
in
1
SCOPE OF INTEREST NOTICE
The ERIC Facility has assigned
this document for processing
to:
In our judgment, this document
is also of interest to the Clear
inghouses noted to the right.
Indexing should reflect their
spacial points of view.
Classroom Management:
Instruction
and
A Combination That is Music to Your Ears
Frederick
Brigham
J.
University
Valparaiso
Valparaiso,
IN
Amy K. Renfro
Kentucky Christian College
Grayson, KY
Michele M. Brigham
Washington Township
School
Valparaiso,
IN
U.S. DEPARTMENT OF EDUCATION
Office d Educational Rsseerch ono improvement
"PERMISSION TO REPRODUCE THIS MATERIAL
IN OTHER THAN PAPER COPY HAS BEEN
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
GRANTED BY
as
O This document has bean reproduced
received from the person or organization
originating it
0 Minor changes have boon made to improve
reproduction Quality
Points of view or opinions staled in this docu
official
merit do not necessarily represent
RESOURCES
EDUCATIONAL
THE
TO
OCR! position or policy
INFORMATION CENTER (ERIC):'
Behavior management
Running head:
music
LNI\
in
1,1\
2
BEST COPY AVAILABLE
Behavior management
music
in
2
Abstract
Music educators are required not only to master the body of
music curriculum but to manage instruction
knowledge representing
the
SO
that they may convey this knowledge effectively and efficiently
their
to
In order to promote good instruction,
most teachers find
that
students.
of systematic behavioral management plan
required.
is
some
sort
management ignore
many approaches
behavioral
the
Unfortunately,
to
importance of the curriculum and the behavior of the teacher in
mediating
In this paper, we examine a number of
student behavior in the classroom.
findings from the literature base
general education related
evolving in
to
teacher behavior and
behavior management.
Relevant
curriculum,
education are provided to
examples from research
illustrate
the
music
in
Besed on the ,literature
applications of these findings in
this
discipline.
that an effective classroom management plan mus:
reviewed,
it argued
is
first examine the curriculum and the behavior of the teacher who provides
set of consistent principles identified across a
the instruction according to a
Only after these details are
large number of schools and educators.
to be
are the more specific
interventions provided likely
attended
to
effective.
Behavior management in
music
3
Classroom management and
instruction:
is music to your ears
A combination that
Like tones
musical harmony, instruction and classroom
in
creating consonant sights and sounds
management work together,
the
in
an issue which consistently
Classroom management is
classroom.
rates
high among the concerns of beginning educators (Forman,
Because
1994).
music education is a highly specialized field of study with
its own agenda
and frame of reference,
that many music educators-in-training
likely
it
is
or early in their cal eers have not had the opportunity to consider music
light of the
substantial body of knowledge
classroom management in
accumulating
educational
general
references.
in
Music educators are not only called upon to work with the same
students who populate general education
often required
classes,
they are
to work with
larger groups of students than general education teachers
In addition to
and frequently under a hectic schedule.
students who
this,
services because of learning
or behavior
receive
special
education
to work in large or in cooperative
problems, which limit their ability
groups, often attend music classes with
their more able classmates
(Gfeller,
Given the challenges such conditions present to music educators, an
1989).
examination of some consistent general education may prevent
findings
in
or reduce many of the problems which are potentially damaging to the
education
music program.
require ongoing
practice
professional
instruction
Adequate
and
analysis of one's performance in
The ability and willingness
the classroom.
analysis under complex and demanding conditions
to engage
reflective
in
a schema or framework for understanding
may be enhanced by developing
Behavior management
music
in
4
and representing
of classroom
the elements
interactions
before
attempting
to analyze as they occur during instruction.
A schema is a prototype or general case specifying the typical
relationships and sequence of events associated with a situation,
event, or
object (Rummelhart, & Ortney,
A basic schema for understanding
1977).
management would include
classroom
teacher
rules,
expectations,
interaction of these elements with
consequences and the
students
the
attending the
However, classrooms are highly complex environments
class.
and simple schemata may be of limited
for -music educators
utility
understand and solve classroom management problems.
attempting
to
An
adequate schema
management must
understanding
classroom
for
behavior
also examine the curricular and instructional goals for the class and
students and the behavior of the
teacher.
The purpose of this paper is,
therefore, to describe some of the ways
teacher behavior
which classroom
instruction,
management,
interact
in
and
to promote a productive and positive learning environment and to
suggest
some management techniques
supported by
educational
research
which
may be of value to beginning as well as more experienced music educators.
An elaborated understanding of these
factors may help music teachers
to
develop a more useful schema for classroom management which will allow
successfully and responsibly make decisions regarding the
them
to
In the next section, we examine curriculum and
their classes.
students
in
the major context
for classroom management activities.
instruction
as
Context of Classro'm Management
The Instructional
A teacher's primary role
to provide instruction.
Effective teachers
is
the amount of instruction they provide.
Stated simply, effective
is
teachers provide more instruction
counterparts
effective
their
less
than
5
Behavior management
music
in
5
In order to provide adequate instruction, most
(Brophy, & Good, 1986).
The number of books on the
teachers need some sort of management plan.
subject of student discipline available to
Canter, &
practitioners
(e.g.,
1982; Emmer, Evertson, Clemments, & Worsham, 1989;
Canter,
Evertson,
Emmer, Clemments, & Worsham, 1989; Froyen, 1993; Kerr & Nelson,
1989)
indicates the importance of this
topic to professional educators.
Often
these texts form the basis for an entire class devoted to classroom
isolation from other aspects related
management which
presented
is
to
in
As a result of this isolation,
the role of the professional educator.
educators may believe
classroom management and
that
instructional
However, a number of substantive reviews of
activity
are distinct
entities.
the literature have suggested that the two aspects are tightly linked in
establishing
environment.
classroom
the
Curriculum as the Context of Management Tasks
Beginning teachers are often given a sound piece of management
advice: "Catch 'em being good and respond positively to
that behavior."
This seemingly innocuous and straightforward advice actually
leads
to
classrooms and behavior management.
important related
issues
several
to
In order to "catch 'em being good," one must first determine what "being
good" looks like and soundS like in a given class.
One way of describing
terms of behaviors related
desirable classroom behavior
attaining
is to
in
curricular
desired
outcomes.
the most important
Berliner (1985)
factor predicting
that
stated
in
to which the curriculum delivered in
the extent
teacher effectiveness
the
is
linked to the outcomes desired for that classroom.
In addition
classroom
is
this approach provides a rationale
to organizing the instruction,
for
a system of behavior management in
the classroom with
establishing
the
6
-Behavior management
music
in
6
purpose of promoting active engagement with a curriculum logically or
empirically related to the outcomes desired for the class.
Acceptable
classroom behaviors then become those things that look like and sound
Without a clear idea of the
like they are directly related to learning music.
of control
behavior management becomes an
arbitrary
issue
curriculum,
rather than a pragmatic issue of encouraging learning and competence.
Also, without a clear curricular focus, teachers may find that they rely on
cultural norms or
behavioral
expectations.
biases establishing
personal
in
curricular goals appear far more defensible than
In a pluralistic
society,
or personal
factors.
cultural
Curriculum and Classroom Complexity
The complexity of classroom management and curriculum was
Evertson viewed the classroom as a set of
discussed by Evertson (1989).
a collection of independent
systems which require more than
several
for effective
token economies, cooperative grouping)
(e.g.,
techniques
constructed of complex parts
The classroom environment
is
management.
vhich include the
materials and goals
time,
to
curriculum,
students,
space,
By having clearly
form a coherent (consonant) whole (Evertson,
1989).
desired curricular outcomes,
able
defined objectives
teachers
are
related
to
to promote the desired
select and rmicourage activities which are likely
to
Activities which are in line with the outcomes desired for the
outcomes.
misbehavior.
with
frequently incompatible
are
class
a highly undervalued activity which is
often assumed
Teaching
is
within the ability of virtually any adult (Brophy, & Good, 1986).
However,
Brophy and Good pointed out that even within classrooms operated by
exists on such aspects
experienced teachers, a wide range of variability
as:
"expectations and achievement objectives
themselves,
hold
that
for
they
7
Behavior management
music
in
7
their classes, and individual
students; how they
select and design academic
tasks; and how actively
instruct and communicate with
they
student about
academic tasks"
One conclusion supported by Brophy and Good
370).
(p.
was that teachers who do these things
successfully produce more
achievement than those who do not; however they continue to caution
that
"doing them successfully demands a blend of knowledge,
energy,
motivation and communication and decision-making
that many
skills
let alone ordinary adults, do not possess"
teachers,
The
370).
(p.
of curriculum and classroom management may, therefore, be
interaction
a
far more complex issue than
is commonly judged to be.
it
in Music Education
Applications
Yarbrough and Price (1981) related non-performance time to
off-
task behavior in choral, orchestra and band classes.
One explanation that
they offered was that the performance aspects of music are
intrinsically
for many students.
reinforcing
By planning and orienting
instruction
to
the performance aspects of the curriculum,
teachers may be able to
capitalize upon this
effect and thereby reduce the magnitude and
of behavior management problems
frequency
their
in
classroom.
aummary
These general reviews of the
relationship of classroom management
and curriculum
a complex relationship between these two
indicate
that
aspects of the classroom environment exists.
With regard to classroom
the purpose of classroom management
it
appears
management,
that
to promote meaningful engagement with
activities
the curriculum and,
is
therefore, any attempt
classroom management must
at
clear
start
with
a
idea of what is
to be accomplished in the classroom.
By focusing on
to the curriculum, teachers may be able to avoid
behaviors directly
related
Behavior management in
music
8
the pitfalls of sanctioning or prohibiting certain behaviors based solely on
norms, expectations,
or personal
cultural
biases.
A substantial amount of training and experience may he required
before classroom personnel begin to
understand how these two aspects
affect each other.
As teachers begin to analyze their classroom
it may be helpful
to bear in mind the enormous complexity
performance,
of a classroom and employ the curriculum as a guide for management and
The first
step to good classroom
orienting themselves in the classroom.
in place which is both
to ensure that a curriculum is
management is
Many of the
learnable and worth learning.
elements of curriculum
critical
planning and elaboration may be dealt with before the school year begins
or at least before the lesson is taught.
Sufficient attention to these
details may decrease the amount of complexity faced by the
preparatory
the teacher to
teachers thereby reducing the workload and freeing
focus
on elements such as
their own performance in
delivering the lesson.
Teacher Behavior as a Classroom Management Tool
the study of teacher behavior has yielded mixed results
Historically,
terms of desired
literature produced
student outcomes.
Education
in
60s, and early 70s often suggested
that an adequate
during the
1950s,
teacher was one who possessed certain
attributes
(e.g,
personal
that an adequate teacher was one
pleasing appearance), or
intelligence,
who delivered
appropriate curriculum
(teacher
technician)
more
or,
the
as
there was actually no relationship between teacher behavior
that
alarming,
During the middle to late
and student outcome (Brophy, & Good, 1986).
1970s, a consistent body of evidence emerged linking
certain
teacher
Many of these behaviors bear a
to enhanced student outcomes.
behaviors
9
Behavior management in
music
9
to classroom behavior exhibited by -students.
relationship
direct
The
sections consider some of the major variables individually.
following
Managing Groups and Lessons
One of the major influences in thinking about classroom
management, particularly management of groups, was Jacob Kounin.
in classroom management was stimulated when he
Kounin's interest
reprimanded a college student for reading a newspaper during a lecture.
The result of this reprimand was a noticeable change in the behavior of the
other students in the class (Kounin,
Kounin termed this
1970).
As a result of his investigations, several
phenomenon the "ripple effect."
other aspects of teacher behavior were found to be highly related to more
in addition to using
Kounin found that
effective classroom management.
effective classroom managers demonstrated the use of
the ripple
effect,
Each element will
overlapping, momentum, and group focus.
"withitness,"
be briefly described in
the next sections.
The ripple
The ripple effect occurs when teachers correcting
effect.
the behavior of one student evoke a change in
the behavior of the entire
The ripple effect may be elicited by either positive or negatiye
classroom.
To the greatest extent possible,
statements regarding student behavior.
student behavior through- positive
should influence
attention
teachers
to
those things which they wish to see repeated.
However, it
inreasonable
is
to suggest that one may always be able to obtain desired behavior through
teachers must issue reprimands and
On occasion,
positive attention.
Effective use of reprimands and
desist certain behaviors.
commands to
statements requires an element Kounin referred
"withitness."
desist
as
to
Withitness is defined as "knowing what is going on in the
Withitness,
classroom at all times" (Charles, 1992
Teachers who demonstrate
23.).
p.
,
10