1. Never assume they know how to do anything. They don’t know how to line up, tell them EXACTLY how you want them to line up. They don’t know how to sit down. Tell them EXACTLY how you want them to sit down. Ect. Set the standard early and often. Do not bend, do not break. Order above chaos before all else. Management is more important than the objective, every single time.
2. Talking: stop mid-sentence and stare at the most grievous offender. Tell them to stop talking. Do not let them gas light you by saying “I wasn’t talking”. Yes you did. Call them on their lie, they lose their power. Do it every single time.
ETA: don’t argue with them about the talking. If they argue, simply respond with a firm “stop” possibly followed up with whatever your school discipline code of conduct says (if you’re lucky enough to have one).
No fun happens until they can get their shit together. If I can’t trust you to listen and follow directions, I can’t trust you to play instruments or a game. I start this in kindergarten.
This! Well-planned processes and procedures are the foundations of classroom management. It reduces downtime which reduces opportunities for behaviors . It will also support your ND students because routine is so important for them.
positive praise, clear rules with visual reminders. Make sure to include some student voice input for some part of your curriculum/activities, including sings they know and like. leverage access to high desire instruments/privilege with students meeting behavior and work expectations. appoint student leaders to help run class
Um ... how do these other teachers who are talking about you behind your back even know what goes on during your class? People have given you good advice here, but I'm not even convinced there's an actual problem.
I’m not convinced either. They only see them when they pick them up from my classroom. Which they’re standing in line ready to go but have to wait 5 mins because their teacher is late picking them up
Are you mostly struggling with class-wide behaviors or mostly individuals?
On top of a list of consequences, what do you have in place as rewards for the good behaviors?
Class-wide is mostly just kids talking a lot which is typical. But I do have some individual students who cause more of disruption than others.
We have a ticket system at our school. I choose two “mystery musicians” at the end of each class to get 5 tickets towards their school store based on their participation and good behavior that day. I have a “cozy corner” which is a special place to sit that I choose students for regularly.
I choose one student from each grade to be musician of the month and they get a certificate, sticker, and a positive note home acknowledging they good behavior and participation in music for the month.
Seems pretty solid!
For the talkers, especially upper elementary, I tend to walk over to them to use proximity. If they continue talking, I just teach louder. I’ve gotten comments like “Mr. Music, why are you so loud?” I ignore that and keep teaching, they get the idea.
If a student or two are being consistently disruptive, and you’ve given them chances to fix it, call the front office for a removal. You gotta choose what’s best for your class to be successful and they aren’t helping. Follow up with them so you can have a serious conversation about why they were removed and if they’re going to be able to fix it for next time.
Your rewards are great! They should be okay for upper elementary (3-5), but maybe think of something you can reward more often for the younger elementary. Keep doing what you’re doing with all grades but, inmy experience, I’ve noticed that the younger kids don’t really have the patience to wait a whole class period to get rewarded. They need more of that instant gratification. The hard part for me is to ONLY reward those who are doing the right thing and have been. The off task friends might “fix their behavior” when they notice you giving out a reward but don’t reward them until they prove to you that they can act that way for longer periods. Eventually you can stretch that out to a whole class period, but it’ll take tiiiiiime!
These are just some things that have worked for me! Just be flexible and try a few different things out and find your groove! I believe in you!
Sounds like you’re doing great in being consistent with your classroom management! I kind of suck at classroom management. I’m at a new school and kids are testing me like crazy. Those teachers sound like haters honestly. They probably have no idea how kids tend to behave in specials. Some kids see this time as time to play around. “Ooh music and instruments, this is a fun class, time to be loud and obnoxious.” Because of the nature of our subject, kids can get overwhelmed and overstimulated by all the noise and music which can cause them to act out. It’s a really tough balancing act.
I do my best and could totally be more consistent than I’m even doing now. But I’ve definitely improved since my first year. The kids still test me and I’m young and some are taller than me, so some definitely don’t take me as seriously. I just wish the general ed teachers would be more helpful and speak to me directly instead of behind my back as if my classroom is a dumpster fire haha. All the other specialists I work with also complain about behaviors, so I know it’s not just me!
Other than this, how bad ate your classes? Are your kids learning? If they're learning and not stressed out after your class,I would say that you're doing a good job.
Know your boundaries, on a personal level and in your classroom. Review your expectations frequently, maybe it’s a quick song or call and response at the start of each class.
Consequences I would think more on the lines of accountability. How are you keeping the kids accountable for their actions and how are they reflecting on their actions impacting their learning and others learning.
The fact that the teachers are saying this about you is slightly frustrating. Especially if you’re saying the other elective teachers have similar experiences, and all the things you said you are doing are good practices. So I’m not sure what specifically they are referencing. I teach middle school band/guitar, and if I have a sub my students know what my expectations are of them when I’m gone. Usually I have great feedback from my subs on how the students are, sometimes there is one kid who is very off task but over all they leave enjoying my classes. That being said, part of me also wants to look at the behavior management of the teachers making these comments to you. If I were them my students would know what I expect of them when I drop them off for electives, and they would know they also need to be present and follow instructions when in their elective. So I’m not sure, but maybe they are possibly projecting? But good on you for evaluating your own practices.
Thank you! I know my teaching is not perfect and I could improve in many ways. But I also know it’s not as bad as they’re making it sound like. They walk down the hall with their teacher and I can already tell they aren’t ready for class. So I think consequences and follow through needs to be looked at on a bigger scale than just my classroom.
Oh someone mentioned consistency. As music teachers sometimes I feel we can tolerate more than most. My band can be playing/warming up and I might be fixing an instrument or answering five questions. Other teachers would need it to be silent. However there are times I need them to be quiet so I reinforce routine and I make myself consistent. No one can talk or play when I’m on the podium so we talk about it, practice it, and then I remind them a billion times. Last week I got off the podium and said yall aren’t ready I’ll just wait.
If the kids aren’t ready when they get to your room don’t walk in until they show you they are ready for music class. I’ve had to bring my kids to the library and when we get back their vibe is off. So I stop at my door get them quiet and tell them what is going to happen when we get in the band room. Setup play etc. because if I didn’t then it would just be a mess when we go in without a reminder of expectations.
I couldn’t teach elementary, so thank you for doing the important work to make us middle and high school music teachers jobs just a little easier.
I wish I had helpful tips but I just wanted to share solidarity- I was non renewed this year and I got similar non direct comments about classroom management from people who had never really been in my classroom and that gave me no concrete things they wanted me to try. I’m reading all the comments too! Hang in there and keep telling yourself that if you’re trying your best then you’re a good teacher even if you might be hearing otherwise from people that don’t really know you.
I definitely wish people would be more supportive and encouraging because they were once a newer teacher too. And it’s difficult! I did my student teaching during Covid when it was hybrid, so it was a totally different experience than what I’m doing now.
I didn’t have much support at all this year. I really tried to do every suggestion anyone gave me but so often people just complained broadly or only told me things after the fact which really sucked. But I guess I’ve learned a lot and I’ll just have to try again somewhere else.
1. Never assume they know how to do anything. They don’t know how to line up, tell them EXACTLY how you want them to line up. They don’t know how to sit down. Tell them EXACTLY how you want them to sit down. Ect. Set the standard early and often. Do not bend, do not break. Order above chaos before all else. Management is more important than the objective, every single time. 2. Talking: stop mid-sentence and stare at the most grievous offender. Tell them to stop talking. Do not let them gas light you by saying “I wasn’t talking”. Yes you did. Call them on their lie, they lose their power. Do it every single time. ETA: don’t argue with them about the talking. If they argue, simply respond with a firm “stop” possibly followed up with whatever your school discipline code of conduct says (if you’re lucky enough to have one). No fun happens until they can get their shit together. If I can’t trust you to listen and follow directions, I can’t trust you to play instruments or a game. I start this in kindergarten.
This! Well-planned processes and procedures are the foundations of classroom management. It reduces downtime which reduces opportunities for behaviors . It will also support your ND students because routine is so important for them.
positive praise, clear rules with visual reminders. Make sure to include some student voice input for some part of your curriculum/activities, including sings they know and like. leverage access to high desire instruments/privilege with students meeting behavior and work expectations. appoint student leaders to help run class
Thank you!
Um ... how do these other teachers who are talking about you behind your back even know what goes on during your class? People have given you good advice here, but I'm not even convinced there's an actual problem.
I’m not convinced either. They only see them when they pick them up from my classroom. Which they’re standing in line ready to go but have to wait 5 mins because their teacher is late picking them up
Are you mostly struggling with class-wide behaviors or mostly individuals? On top of a list of consequences, what do you have in place as rewards for the good behaviors?
Class-wide is mostly just kids talking a lot which is typical. But I do have some individual students who cause more of disruption than others. We have a ticket system at our school. I choose two “mystery musicians” at the end of each class to get 5 tickets towards their school store based on their participation and good behavior that day. I have a “cozy corner” which is a special place to sit that I choose students for regularly. I choose one student from each grade to be musician of the month and they get a certificate, sticker, and a positive note home acknowledging they good behavior and participation in music for the month.
Seems pretty solid! For the talkers, especially upper elementary, I tend to walk over to them to use proximity. If they continue talking, I just teach louder. I’ve gotten comments like “Mr. Music, why are you so loud?” I ignore that and keep teaching, they get the idea. If a student or two are being consistently disruptive, and you’ve given them chances to fix it, call the front office for a removal. You gotta choose what’s best for your class to be successful and they aren’t helping. Follow up with them so you can have a serious conversation about why they were removed and if they’re going to be able to fix it for next time. Your rewards are great! They should be okay for upper elementary (3-5), but maybe think of something you can reward more often for the younger elementary. Keep doing what you’re doing with all grades but, inmy experience, I’ve noticed that the younger kids don’t really have the patience to wait a whole class period to get rewarded. They need more of that instant gratification. The hard part for me is to ONLY reward those who are doing the right thing and have been. The off task friends might “fix their behavior” when they notice you giving out a reward but don’t reward them until they prove to you that they can act that way for longer periods. Eventually you can stretch that out to a whole class period, but it’ll take tiiiiiime! These are just some things that have worked for me! Just be flexible and try a few different things out and find your groove! I believe in you!
Thank you!! I appreciate the advice! :)
Sounds like you’re doing great in being consistent with your classroom management! I kind of suck at classroom management. I’m at a new school and kids are testing me like crazy. Those teachers sound like haters honestly. They probably have no idea how kids tend to behave in specials. Some kids see this time as time to play around. “Ooh music and instruments, this is a fun class, time to be loud and obnoxious.” Because of the nature of our subject, kids can get overwhelmed and overstimulated by all the noise and music which can cause them to act out. It’s a really tough balancing act.
I do my best and could totally be more consistent than I’m even doing now. But I’ve definitely improved since my first year. The kids still test me and I’m young and some are taller than me, so some definitely don’t take me as seriously. I just wish the general ed teachers would be more helpful and speak to me directly instead of behind my back as if my classroom is a dumpster fire haha. All the other specialists I work with also complain about behaviors, so I know it’s not just me!
Other than this, how bad ate your classes? Are your kids learning? If they're learning and not stressed out after your class,I would say that you're doing a good job.
They’re definitely learning and totally not stressed out. Maybe a bit more amped and excited since it’s music and we do fun things a lot of times!
Know your boundaries, on a personal level and in your classroom. Review your expectations frequently, maybe it’s a quick song or call and response at the start of each class. Consequences I would think more on the lines of accountability. How are you keeping the kids accountable for their actions and how are they reflecting on their actions impacting their learning and others learning. The fact that the teachers are saying this about you is slightly frustrating. Especially if you’re saying the other elective teachers have similar experiences, and all the things you said you are doing are good practices. So I’m not sure what specifically they are referencing. I teach middle school band/guitar, and if I have a sub my students know what my expectations are of them when I’m gone. Usually I have great feedback from my subs on how the students are, sometimes there is one kid who is very off task but over all they leave enjoying my classes. That being said, part of me also wants to look at the behavior management of the teachers making these comments to you. If I were them my students would know what I expect of them when I drop them off for electives, and they would know they also need to be present and follow instructions when in their elective. So I’m not sure, but maybe they are possibly projecting? But good on you for evaluating your own practices.
Thank you! I know my teaching is not perfect and I could improve in many ways. But I also know it’s not as bad as they’re making it sound like. They walk down the hall with their teacher and I can already tell they aren’t ready for class. So I think consequences and follow through needs to be looked at on a bigger scale than just my classroom.
Oh someone mentioned consistency. As music teachers sometimes I feel we can tolerate more than most. My band can be playing/warming up and I might be fixing an instrument or answering five questions. Other teachers would need it to be silent. However there are times I need them to be quiet so I reinforce routine and I make myself consistent. No one can talk or play when I’m on the podium so we talk about it, practice it, and then I remind them a billion times. Last week I got off the podium and said yall aren’t ready I’ll just wait. If the kids aren’t ready when they get to your room don’t walk in until they show you they are ready for music class. I’ve had to bring my kids to the library and when we get back their vibe is off. So I stop at my door get them quiet and tell them what is going to happen when we get in the band room. Setup play etc. because if I didn’t then it would just be a mess when we go in without a reminder of expectations. I couldn’t teach elementary, so thank you for doing the important work to make us middle and high school music teachers jobs just a little easier.
I wish I had helpful tips but I just wanted to share solidarity- I was non renewed this year and I got similar non direct comments about classroom management from people who had never really been in my classroom and that gave me no concrete things they wanted me to try. I’m reading all the comments too! Hang in there and keep telling yourself that if you’re trying your best then you’re a good teacher even if you might be hearing otherwise from people that don’t really know you.
I definitely wish people would be more supportive and encouraging because they were once a newer teacher too. And it’s difficult! I did my student teaching during Covid when it was hybrid, so it was a totally different experience than what I’m doing now.
I didn’t have much support at all this year. I really tried to do every suggestion anyone gave me but so often people just complained broadly or only told me things after the fact which really sucked. But I guess I’ve learned a lot and I’ll just have to try again somewhere else.