Developing a Student-centered and Inclusive Music Classroom

Abstract

Classroom behavior is a common concern among many music educators. This is particularly true for music educators who teach in inclusive settings. This chapter is designed to provide effective tools and strategies at the micro-level (e.g., behavior and management techniques), and the macro-level by informing the reader of philosophical underpinnings that encompass a successful inclusive classroom. The socialization and lasting relationships that all students develop in school are also of considerable importance. Therefore it is imperative for music educators to strive for a caring, inclusive environment that is conducive for all students to learn. The practical strategies suggested at the end of this chapter are presented to encourage music educators to create a tolerant, caring classroom that is conducive for music teaching and learning. Many of the techniques discussed in this chapter are just examples of good teaching regardless of what population of students you are teaching. Effective classroom management begins long before the students enter the music room. A well-prepared environment is essential for optimal instruction and is particularly important when teaching music to students with special needs. This groundwork can be time-consuming and requires a thoughtful approach to the classroom setting; however, it is well worth the planning when the classroom becomes an inclusive and student-centered environment. Conroy, Sutherland, Snyder and Marsh (2008), explains that specific teacher interventions can lead to improved student behavior. These interventions include: (a) close supervision and monitoring, (b) classroom rules, (c) opportunities to respond, and (d) contingent praise. As music educators, we can apply these principles to music classrooms. The next section of this chapter is designed to relate these interventions to music teaching and learning, and to provide strategies for music teachers. Close supervision and monitoring. Conroy et. al found that close supervision and monitoring can by implemented in the music classroom in the following ways: (a) student proximity to the teacher; (b) a music teacher’s ability to visually monitor all students; (c) active engagement with students; (d) student access to teacher; and (e) ratio of adults to students that is conducive to close supervision.