1/24/20 8:00 am
5-6th Grade choir, 23 students
- The starting routine (attendance, stretching) was familiar to students and required little direct instruction or explanation. This suggests this has been explained previously and has become a cultural feature of the class. I think the routine itself is an artifact
- Points 2, 5
- Lots of smiles and giggles from these middle schoolers during the audible yawn. I like that you asked them why you do it “making space in our face.” Stretches facial muscles to tune the instrument.
- 2 – this you communicated more directly/explicitly
- The opening exercises communicate expectations and build engagement, while delivering content. It’s a really nice way to build naturally up to singing.
- 1, 2, 5
- While a lot of this was playful, students are using their voices as instruments and playing around with them. If we think of culture as the rules that guide behavior, in the background, often without frequent or explicit reference to them, you’re using culture to do a lot of work in this class. AND, it’s directly tied to content – rhythm, range, embouchure (can that apply to the mouth?) and all sorts of stuff. Really cool.
- Finally, the overall feeling of the class is serious but welcoming, easy-going, inclusive
- 1, 3
Classroom Culture
(1) coaches and reinforces peer-to-peer dynamics that are appropriate and constructive
(2) communicates behavioral expectations that are appropriate to class activities
(3) develops a mutually respectful relationship with each student instilling, confidence that the teacher is invested in their success
(4) demonstrates cultural competence by promoting inclusivity
(5) designs and facilitates a classroom culture that promotes student preparedness, engagement, self-advocacy, perseverance, and collaboration