• Does my classroom environment support learning? (My apologies to those of you work- ing from a cart!) Too much visual input may distract or overwhelm students who have learning disabilities, sensory disorders, or Autistic Spectrum Disorder. Sounds at high volume may bother students with an auditory sensitivity as well as those with either cochlear implants or hearing aids.
• Does my seating arrangement foster learning? Besides the somewhat obvious practice of separating students who distract each other, or placing children with visual impairments in front, think about who else would benefit from a change of seats. Children with ADHD may benefit from sitting front and center, be- tween two role models who are less distract- ible, or at the end of a row where they have more “wiggle room.” Students who have a hearing loss will be trying to read lips and use their residual hearing at the same time; they need to be in a place where they can easily see you, as well as other speakers.
• Do I cultivate collaborative relationships among staff members? In addition to class- room teachers, reach out to special education teachers, occupational and physical thera- pists, school psychologists or social workers, and speech and language pathologists. Speak with the art and physical education teachers to determine if they’re having similar experi- ences with students that you do. The value of networking can’t be overstated. None of us has all the answers, and often it is in open discussion that we can find creative solutions. Also, let’s be careful to present ourselves as flexible and open to learning; remember the primary focus should be on students and on what needs to be done to help them succeed.
Music class should be a place where all stu- dents feel comfortable, challenged, and engaged. Special learners can find it to be an enriching environment where they can grow and learn. By addressing their concerns now, you may prevent future problems, ensure better learning oppor- tunities for all your students, and make the year easier on yourself as well!
& OCTOBER 2013
Now offering a
post-master’s certificate in conducting
With a program and faculty reflecting Messiah’s reputation for academic excellence, Messiah College’s M.M. in conducting enhances your abilities as an effective music educator and conductor.
• Three specialized conducting tracks to advance your education and career: wind, orchestral, choral
messiah.edu/conducting 717.796.5061 Now enrolling for January 2014
Online | Flexible | Affordable
It shall be the purpose of this organization to: ma members opportunities for professional developm students with the privileges and responsibilities o education profession; provide all members with t nity to become acquainted with leaders in the mu profession through participation in programs, dem discussions, workshops, and performances planne chapter, the state music educators association, an Association for Music Education;assist the school ects throughout the year; and provide the opport contact with Collegiate members from other scho sional interests of members involved in the local, and national levels; the music industry’s role in su sic education; and the knowledge and practices o sional music educator as facilitated through chap shall be the purpose of this organization to: make members opportunities for professional developm students with the privileges and responsibilities o education profession; provide all members with t nity to become acquainted with leaders in the mu
• Emphasis on summer and online coursework, designed to fit the schedules of busy teachers and other professionals
• Coursework designed to be instantly applicable to your own everyday work setting
see anew Music Teacher Educators –
Start a Collegiate NAfME chapter on your campus today!
http://musiced.nafme.org/collegiate/ 59 TEMPO
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