Olsen MS Choir Visit (D period) 1/28/20, 8:00-8:15am
CLASSROOM CULTURE SUMMATIVE COMMENT:
I observed the first 15 minutes of class and it hit all the right notes (ha!) in terms of establishing culture and expectations for the day. Ginger began class by addressing a problem (students being distracted by a game) in a way that was firm, direct, and positive. Students clearly heard and responded to her directive that the game not be part of class; she emphasized the goal and work of the class more than “don’t do this”—clearly explaining why social distractions detract from the goal of being ready for the concert. “Fun” is welcome in the class, but not fun that detracts from the goal.
As in the U.S. Choir class I observed, these students were clearly operating in a classroom environment in which expectations of engagement, respect, and preparedness had been instilled. And again, Ginger reinforced those expectations throughout, in a Middle School-appropriate way—the pace was rapid enough to keep students on task and interested, but slow enough so that they understood what was being asked of them. Ginger interspersed teaching moments during stretches and warm-ups. As they had fun doing some sillier warm-ups, Ginger also explained what their purpose was. Students stepped up to take ownership of their engagement, whether that was stretching, conversation, or thinking about practice and process for the art of singing.
The following four indicators fully met:
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- coaches and reinforces peer-to-peer dynamics that are appropriate and constructive
- communicates behavioral expectations that are appropriate to class activities
- develops a mutually respectful relationship with each student, instilling confidence that the teacher is invested in their success
- designs and facilitates a classroom culture that promotes student preparedness, engagement, self-advocacy, perseverance, and collaboration
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Observations:
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- Ginger begins by speaking to them about the game they are playing: “I’m glad you have fun with the game you’re playing, but I’m worried that it’s distracting us. It got a little chaotic, right?”
- A student says, “yeah, it was Friday.” Ginger says it’s always going to be something, and this class meets either first period or last period
- There’s a tipping point between having fun and derailing class.
- Passing period game, not a game for in-class.
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Message: To be a good choir, we need to share the same goal.
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- After asking “Any other thoughts to start us off this morning?” Ginger moves the class into stretching and warm-ups.
- Talking while stretching.
- A student asks about the concert, Ginger gives a long-view. A month seems like a long time, but Midwinter Break will interrupt. Goals when they return from break: getting used to being in the theater space, lights, risers.
- Invites students who have A period Study Hall to join the other MS Choir at 2:45 in Dr. Castro’s class.
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The class clearly knows stretches and warm-ups.
“Why do we open our mouths when we sing?” Has them sing into their arms—what happens if you sing but you don’t open your mouth very much.
Breathe low and give that air energy plenty of space to get out of your body. That’s why we have to develop that habit.
“This is an easy one to mumble through. Don’t mumble! Open your mouths.”