Andrew,

 

I urge you to go to ACDA's new online magazine, ChorTeach (www.acda.org/publications/chorteach), and read two articles written by experienced choral directors who have shared their techniques for discipline/classroom management with young middle/high school singers.  Especially fine is the article by Jason Sickle because he had such a difficult time his first year out of college and then realized he couldn't teach music concepts until he taught his singers (middle school and high school) clear rules for life in his classroom.  

 

Vol. 3, Issue 2 - Winter 2011  First Things First in Early Choir Rehearsals: Classroom Procedures that Get Results by  Jason Sickel (Kansas)  

 

Vol. 2, Issue 2 - Winter 2010    A New/Old Look at Discipline and Classroom Mangement for Teachers by Glen T. Miller (Texas)

You will get great ideas from another article in ChorTeach which addresses the challenge of working with boys' voices in middle school:  Where the Wild Things Are - Teaching Middle School Boys' Choirs by Mary Jane Phillips (Texas)  Vol. 1, Issue 1 - Fall 2008

Remember that you must set standards of conduct and behavior and enforce them faithfully from the very first day, first moment, in each class as you begin next Fall.   This MUST happen before you can really accomplish anything musically.   No jokes, no kidding around, for months as you calmly carry out what Jason Sickel suggests to establish how life goes and what must happen in your choral room.   

Terry Barham    tbarham(a)sunflower.com    

P.S. If you don't have the book, Strategies for Teaching Junior High/Middle School Male Singers--Master Teachers Speak (Santa Barbara Music), I recommend you get a copy and use the ideas from 41 master teachers (middle/junior high school) in seven states.   I know I'm tooting my own horn as the author, but choral teachers all over the country have found this manual very helpful, very practical in their classrooms.   Take a look at www.sbmp.com.  It's cheap, 16.95.

 

 

 

 

 

 

Andrew,

 

You might check out my website's "Safety First" page which goes into great detail about this subject -- from philosophy to exercises to the teacher psychology that impedes effectiveness. The chapter in my book (also called "Safety First") has additional info. (Like Terry's, it's also published by Santa Barbara Music Publishing.)

 

Other reading I highly recommend includes Alfie Kohn's Beyond Discipline: From Compliance to Community  ... and the "human-compatible learning" chapter written by Leon Thurman in Book One of the Bodymind & Voice series.

 

All my best,

 

Tom

Try Susan Haugland's book "Crowd Control."  You can get it through MENC. It is a very easy read, and written specifically from the point of view of a music educator - specifically for ensemble directors.  The biggest thing I see with student teachers, and that I remember from my own humble beginnings is to remember to be the "Alpha" in the room.  The students, especially middle school, need to know that you are in charge, but also that you have valuable information for them and that you are there to guide them - a tough balance.  You need to have clear routines set up from day 1 and they need to know that you will follow a structure, follow through on what you say, and insist on good behavior.  Another approach is to to have the students involved in the discussion of what the expectations are for behavior in the class/ensemble.  That said, there is most definitely a place for noisy, creative classrooms! Make sure your lessons are really well planned.  The best offense is a strong defense, so to speak.  If your lessons are tightly written, sequential, active, engaging, and flow seamlessly, behavior won't be a problem!  

Another book to check out: Discipline with Dignity, by Richard Curwin, Allen Mendler, and Brian Mendler.

 

Whatever approach you decide upon, one thing to consider is that the safer and more supported each singer feels, the more willing they'll be to commit to vulnerable expression. If they buy in to supporting the group rather than reacting to the teacher's threats, bribes, or intimidation, they--and the audience--will have the best chance of experiencing all that choral music has to offer.

 

Andrew,

 

You are a very wise wise young teacher in that you are starting to think about discipline BEFORE you have your first class next year. (Also, thanks Terry for mentioning my article in ChorTeach!) Some very basic, first week of school things I do:

 

1) We elect class officers quickly (1st two weeks of school). The president answers the pnone and the door each time it opens - which is more frequently than you can imagine! He/she hands out passes, tells students they have early dismissals, etc. instead of me stopping class and doing it each time we are interrupted. Once last week, my phone rang 6 times and two student aides came to the door during one class, but I never stopped teaching because my officers handled those interruptions. My vice president checks roll while I warm up the class and librarians file music and hand out folders, choir handbooks and music to new students.

2) Until I have have voiced the choirs, I put them in alphabetical order - easier to learn names that way! On the first day of school, I always call out last names and let the kids tell me what first name they go by - avoids embarassment.

3) Each student gets one choir hall pass per six weeks (I change the color of the paper each six weeks so they don't save them up). Once their pass is used, they don't get another trip out of class until the next six weeks. Those that still have the hall pass at the end of the six weeks get to trade it in for a piece of candy. Being rewarded for staying in class keeps most (not all, but most) kids in class and not wanting to wander the halls.

4) Getting folders out of a folder cabinet is a learned skill. DO NOT ASSUME any middle school child can get a folder from a  certain slot or put it back in that slot in the cabinet until you have taught them how to do it. I watched one young teacher completely lose control of an entire choir program (and nearly lose her job) because of the behavior of students around the folder cabinets - fights broke out, students injured, etc...! I literally stand by the cabinet and have them put up folders one at a time, then two at a time, etc. Throughout the year, we have "putting up folder practice" when they start to be problematic again. Decide how long each day you think it will take to put up folders and then double it - you won't believe how difficult this skill is for kids! The best thing I ever thought up for folders is "Folder Jail". It works on the "your mother doesn't work here" concept.  The first six weeks, we practice putting up folders. Then, second six weeks, folder jail begins. If  you leave out your folder or put it in someone else's folder slot, you will find the folder jail assignment in your folder slot the next day . Students must copy the sentence "I will not litter the choir room and will put my folder in its proper place each day." 15 times in order to "bail out" their folder. Repeat offenders keep doubling the assignment (30, 60, 120) until they finally figure out that their mother REALLY does not work here!

5) If you end up teaching middle school next year, make plans to attend the National Middle School Choral Convention in Dallas on Feb. 29, 2012 just preceding the Soutwestern Division ACDA convention. Many great presentations and choirs will be featured - all geared toward the middle school aged student. Good luck!

 

Mary Jane Phillips

Kudos to you for teaching middle school.  Do NOT underestimate their abilities!  They will take their music just as serious as you take them.

 

Consider discipline as a noun and not a verb and that will def add to your success.  I try to maintain an aura of discipline, but otherwise it is often a reactionary situation.  A lot of it has to do with the students you will be teaching as well.  I started off in an inner-city school, and quickly learned two very important things: #1, those kids will NOT lose face in front of their peers regardless of the consequences, since respect is one of the few things they have onto which to hold, and #2, every time you 'write a kid up' or otherwise involve and administrator you are really only giving away your own authority.  Of course there are times referrals are necessary, but if you become 'that guy' that turns in a few dozen referrals a week then you will lose the respect of your students AND admin.

 

As far as classroom policies go, my simple rule is this: when we have a piece of music out, the students are quiet.  When we move from one piece to another, that is the students' time to talk.  So basically I allow two or so minutes between pieces purposefully and the students do well with it.  I do have a catch word - which works beautifully, I might add.  Mine is 'standby'.

 

I taught in middle school for 8 yrs and have now been in high school for 6.  Hope this helps.

 

Lifeline for Childrens Choir Directors by Dr. Jean Ashworth Bartle (older publication) and especially Beyond Singing by Stan McGill are excellent reads.

 

Nathaniel Roper

Brunswick, GA

I would echo what Mary Jane said about teaching routines.  I teach elementary students and this is even more crucial--I'm still discovering how much that I *assume* they do not know (or do not show that they know).  I've had to spend a lot of time this week discussing what it "looks like and sounds like" to listen to the speaker.  (That's one of our rules!).  I say things like, point to the speaker right now.  Or, show me what it looks like to have a calm body.  At our school we have a "give me five" sign for quiet, which reminds students of 5 things they need to do: calm body, voices silent, hands free, ears listening, eyes on the speaker.  They really need to practice doing these things, it is NOT automatic (even when, by this time in the year, I think they SHOULD know how to do this!).  It's working so much better for me to tell them what TO DO than what not to do.  Many kids do not have this spelled out for them elsewhere so they need to hear (and tell you again in their own words) what it really means to show respectful listening, rather than continue to be told, "stop fooling around."  Also I would say continue to show faith in those students who disrupt, that you believe they can learn these behaviors.  Words like, show me how you do your best, or, would you tell the class what we need to remember in order to do this safely...help build respect.  Having a clear system of consequences, AND USING THEM, when kids break the rules, is also important.

 

Other things I have to practice with the kids rather than assume--how to make a circle (quietly, with safe bodies, making good choices about who to sit next to), how to pass papers down a row, how to line up...

 

In the same way that we pay so much attention to the tone quality, accurate notes, dynamics, etc. in order to teach it, I believe, in today's world at least, that we also need to teach these learning behaviors.

 

And no, I was not taught any of this in my music ed classes, fortunately I work in a school system that provides ongoing professional development and support for these things.  The one thing I was taught in music ed classes that has served me well is not to talk while playing recorded music (otherwise it teaches the kids it's OK for them to talk over the music, too)--and also, to emphasize the positive--point out what kids are doing well--to encourage good behavior.

 

Good luck.  It's tough to figure out management as a music teacher because usually you are the only person who does what you do in the building--I wish there were more opportunities to get out and observe fellow music teachers.